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How a project in London is training early years practitioners to deliver quality music opportunities for children. By Meredith Jones Russell
Involving children in collecting and presenting data for graphs, charts or pictograms helps them to understand the information.
A monthly newsletter is aimed at those involved in helping children with learning difficulties and disabilities in schools. The February issue of TES Extra for Special Needs includes features on the...
Use our pointers to help gather evidence for NVQ Level 3 Unit 16: Observe and assess the development and behaviour of children. Read our advice in conjunction with the Level 3 standards in Early Years...
Staff at Rainbow Nursery, Middlestone Moor, provide continuing opportunities for the children in the Rainbow Room to explore a wide range of creative media, both indoors and outdoors.
Provision to enable and challenge the youngest children to direct their own learning is carefully thought out at a centre visited by Nicole Weinstein.
When learning a language, children often say things that don’t sound quite right. In the last article in this series, Professor Julian Pine explains why ‘clever mistakes’ are often a sign of progress
How can practitioners work within the Prime areas while also introducing children to the Specific areas of development? Penny Tassoni considers how the different aspects link together
Supporting the maths development of four-year-olds requires meeting this age group’s widely varying needs, writes Judith Dancer
An alternative form of circle time is teaching young children to listen and concentrate. Sharon Garforth explains the programme and training.