Found 29104 results for "Enabling Environments: Making Spaces ...?type=Feature?pageSize=5?orderBy=Relevance?Tags/Name=Child Development|Provision"
When do children start to understand something still exists even though they can’t see or hear it – and what activities will they enjoy doing at this time? By Ruth Thomson
The Post-2015 Development Agenda offers a unique opportunity to carve a positive future for children based on a holistic approach to early childhood development - but early years practitioners need...
Engaging with the revised EYFS: the Pen Green team explain why this is a curriculum framework that they can work with.
How can settings best support the particular maths development needs of three-year-olds, asks Judith Dancer in the fourth part of this series
Redesigning outdoor and indoor spaces to better enable children to access continuous provision has benefited children’s learning, explains Jo Dabir-Alai.
Children can learn far more from stroking a cow than looking at one in a book. Vesela Gladicheva describes what's on offer at urban farms.
With so many different aspects to explore, the sky is an excellent focus for imaginative play and learning, says Marianne Sargent.
Let children explore a new line of thinking through play with ribbons, laces and cords, as Alice Sharp suggests.
A London-based charity is offering early years practitioners a chance to attend its interactive music making course for free.
In this extract from Ann Langston’s latest book, Evaluating Early Years Practice in Your School, she explores how to make continuous provision interesting and challenging