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Children's musical experiences at home and how practitioners can build on them in an early years setting are explored by Susan Young in an extract from her new book, Music 3-5.
'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...
Movement play is vital to young children's cognitive development as well as physical skills, says Anne O'Connor
Making authentic links between reading and talking has been helping early years practitioners and teachers to develop children's communication, language and literacy. Di Chilvers explains.
Action research is a form of 'self-reflective enquiry' that can help settings work through points of concern to find workable solutions. Julie McLarnon shows how it works in practice.
The Education Development Trust's programme director explains how Phase 3 of the DfE's Early Years Professional Development Programme (EYPDP), which they are delivering, aims to tackle the ongoing...
In this instalment of her series on groundbreaking thinkers in the early years, Linda Pound discusses Swiss educator Johann Pestalozzi, the ‘starting point of modern educational theory and practice’
How should the 'areas of need' in the Special Education Needs and Disability Code of Practice be considered in relation to the prime areas of learning? Kay Mathieson explains.
Explore the connections between physical movement and brain development from birth onwards, and learn why children need to be supported to move in a variety of ways depending on their age at our...