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New research is challenging our understanding of repeated patterns of action, or schemas. Dr Cath Arnold, consultant at the Pen Green Centre, looks at how we can refine our approach.
The importance of leaving children to their own devices with imagination and the most basic materials is explored by Helen Huleatt of Community Playthings with Professor Tina Bruce, Lynn McNair and...
Prepare the children before a theatre outing, as Jean Evans hears.
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
The Pre-School Learning Alliance is to offer childminders a bespoke membership package from early next year, following the National Childminding Association's bid to attract a wider membership under a...
Seeing Froebelian principles in action in a township in South Africa gave Early Childhood Studies students Valeria Scacchi and Jennifer Partridge a fresh view on what the philosophy can look like...
The Early Years Foundation Stage identifies that when parents and practitioners work together it has positive impacts on children's development and learning.
More children are now growing up multilingual. Kyra Karmiloff and Annette Karmiloff-Smith examine the latest research on how this affects development.
Whatever new criteria are given to us, assessment remains an essential expression of our values as practitioners and defines how we support children as learners, argues Jan Dubiel of Early...
Controversy over when reading and writing should be taught could persist under the revised framework.Jan Dubiel, national development manager for Early Excellence, reviews the essential principles.