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Developmentally appropriate practice is as important for children in Key Stage 1 as it is in the EYFS, as research evidence and teachers' own experience shows.
Trust and respect – both between children and practitioners, and parents and practitioners – are central to effective early years practice and pedagogy, explains Kathryn Solly
In the first of a four-part series on staff retention, regional director of Childbase Partnership Sarah Rotundo considers what it is, how to measure it and why it matters.
Unease is growing over some of the proposals in the Childcare Bill, with early years and childcare professionals raising their voices at several recent events (see News, page 4). There has been such a...
Name: Penny Hustwick Position: Owner of ABC Day Nurseries group in Telford, Shropshire
The rebranding of the department overseeing early years is sending worrying signals
With foreign language learning being introduced in primary schools for Key Stage 2, practitioners have an opportunity to help children prepare. Opal Dunn considers the best approach.
LGBT people may become parents in a variety of ways, and will face challenges both unique to their situation and in common with other parents. Deborah Price and Kath Tayler reflect on the role...
Cash in on the value of money, pretend or real, as a tool for learning about mathematics through role play, as Lena Engel explains Early learning goals