Found 33324 results for "Enabling Environments: Making Spaces ?type=Feature?year_based=2018?Tags/Name=Child Development|Provision?ArticleTypes/Name=Other"
Resources for productive role play, and the best practice for organising and offering them, are outlined by Jane Drake in our series on continuous provision in an early years setting.
Use first-hand experiences and location resources for learning about environments, says Nicole Weinstein.
The logistics of continuous snack provision may seem daunting. Anne O'Connor offers some advice.
Pretend shops are a magnet for young children – and the role play can be meaningful too, explains Nicole Weinstein, who also provides some useful resourcing pointers
Children in one West Sussex school have been getting close to nature thanks to a creative project and the Wildfowl and Wetlands Trust free visits programme, says Jordan Chamberlain.
Gardening helps children's development and brings them closer to nature, so having the right tools is essential, says Nicole Weinstein.
What is the difference between a print-rich environment and visual noise? Emma Davis argues for meaning, and against the laminator
A forest environment stimulates the use of descriptive language, says Caroline Watts, a Forest Schools leader for several schools in Kent.
Cowgate Under 5s has opened up its spaces so that children of different age groups can move freely around the setting - with significant benefits. The nursery's June Graham explains why it works.