Found 37683 results for "?Tags/Name=Practice|Working With Parents|Practice?ArticleTypes/Name=Features?page=1?pageSize=20"
What can we learn from research on early brain development? David Whitebread and Lysandra Sinclaire-Harding debunk some of the 'neuromyths' and misdiagnoses doing the rounds and look at...
By Nancy Boyd Webb (The Guilford Press, 36.95, ISBN 9781609186432)
Here's another way to raise funds. Teachers can send the children's paintings or drawings to the Vanilla Card Company, which will turn each into a greetings card and return it to the school or nursery...
School entry time is when many parents stop reading bedtime stories to their children, according to a report from the National Literacy Trust. The charity found that while 53 per cent of parents read...
Childcare organisations are united against proposed staff to child ratios planned in the Early Years Foundation Stage (EYFS). While they welcome the guiding principle of the EYFS in response to the...
Starting hours for Primary 1 pupils in Glasgow could be changed by the city council at the request of working parents. Following consultation in 1997, it was agreed that the new intake of four- and...
Many early years settings used to allocate their youngest, least experienced staff to the baby room as more skilled practitioners were diverted to older children's learning. Laura Marcus asks...
The characteristics of true free-flow play are observed by Anne O'Connor.
How one setting introduced ‘In The Moment Planning’ to ensure that child-led play and activities are not interrupted and children feel valued and listened to. By Dawn Rigby
Joint winner - Sparklers Parent Mentoring Programme, St Paul’s Community Development Trust