Found 29699 results for "?tag=Knowledge Bank?year_based=2015?ArticleTypes/Name=Review?page=1?pageSize=15?Tags/Name=Literacy|Learning & Development|Practice"
Scotland's largest befriending organisation for children, bfriends, merged with Children 1st on 1 April. Children 1st chief executive Margaret McKay, said, 'bfriends had reached a point at which it...
I want to take issue with Jerry Beere's question, 'What exactly is the point in children as young as three or four learning even the rudiments of mathematics and English?' (Letters, 24 October). When...
It is traditionally hard to prove how pedagogical knowledge impacts children's outcomes, but a new Oxford University study has gained new ground. By Caroline Vollans
Do you really know what child-initiated learning looks like? Mary Evans identifies further training directions, in the first of a new series on improving skills to meet EYFS requirements.
The debacle in the childcare tax credit system could lead to an overhaul of how providers are paid, says Simon Vevers Designed to lift families out of poverty and give them a helping hand into...
The right kind of experiences in the earliest years build the nerve networks in the brain that a child needs for good PSED. Caregivers carry a huge responsibility, says Anne O'Connor
Exploring Outdoor Learning in the Foundation Stage By Leeds Early Years Service, Early Years Partnership Advisory Team
A review of the Foundation Phase, the curriculum for Welsh primary children, reveals a large variation in practice across settings and areas of learning.
Children as young as three can benefit from developing ‘learning to learn’ skills, which can boost children’s attainment by seven months, according to new research.
While certain activities are useful for the development of handwriting, others can hinder it - and practitioners can help by explaining the differences to parents.