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What is 'continuous provision', why is it so important and how does it fit into the Early Years Foundation Stage? In the first of a new series, Jane Drake examines what practitioners need to be...
Supporting children making the transition to Key Stage 1 requires teachers to strike a balance between adult-led and child-initiated learning, with the right environment and resources
In the second instalment of a two-part series on pattern, Nicole Weinstein looks at language, movement and sound - and suggests some resources for assisting exploration and learning.
Early years practitioners need to think about how children feel in the environment that we give them and how it affects their ability to learn and grow, says Maria Robinson.
As with the other age groups, the developmental needs and interests of the child provided the starting points for planning the room for two-year-olds.
The deputy head at a nursery school in Manchester with NTS status tells Annette Rawstrone about its collaborative working ethos, which has benefited the children, their families and staff alike
Being in the woods is boosting children's language skills at oneof West Sussex's first early years settings to be awarded a national accreditation for the provision of Forest School. Nicole Weinstein...
'Free-and-found' resources lend themselves to creative, child-directed outdoor play. Julie Mountain offers some guidance on sourcing them.
There was great disappointment among private and voluntary sector nurseries when the coalition Government pressed ahead with the Code of Practice on the free entitlement rather than suspend it as the...
Cooking with children is a great way to educate them about the science of food, finds Nicole Weinstein in the latest in her series on supporting and resourcing learning for ‘Understanding the World’