Found 40509 results for "?year_based=2008?Tags/Name=A Unique Child|Practice?orderBy=Relevance?page=1?pageSize=5"
'I am a Unique Child. I am Two. What I can do' is a Wokingham-wide assessment tool developed in response to settings' anxieties over the Progress Check at Two. The success of the new resources lie in...
Adults' facial expressions have a strong impact on very young children learning about social relationships. Anne O'Connor explains social referencing and why early years workers need to understand it.
Observing the level of involvement that children show in their play can tell you much about their emotional well-being, says Anne O'Connor.
In the first of a monthly series, Emma Comer and Meg Smith of Tall Trees Kindergarten in Frome, Somerset, share a recipe and tips on delivering food of the highest quality to young children.
Families with disabled children have long struggled for access to support and inclusive services, but that should soon change under a new policy outlined by Kelly Hunt and Neil de Reybekill.
Thoughtful practitioners will identify what may be preventing children from doing their best, as Chris Dukes and Maggie Smith demonstrate.
Childcarers should be alert to the symptoms of a severe allergic reaction and know how a child at risk can be prepared to deal with it.
Childcarers should know what to do if a child has an epileptic seizure, whether it is the first time or predictable. WellChild Helpline offers advice.
The United Nations Convention on the Rights of the Child can serve as a guide to good practice in early years settings, says Pat Gordon-Smith.