Found 29178 results for "?sort=recent?year_based=2007?Tags/Name=Community|Child Development|Policy & Politics|Provision"
Early years settings need to offer provision that will help sustain young children's thinking by using their own initiative, says Marion Dowling.
Contrasts between early years provision in different countries can help us reflect on whether education is for teaching children readiness for life, argue David Whitebread and Sue Bingham.
We expect young children to learn moral behaviour, but does it come naturally to them? Penny Tassoni looks at theories of development and good practice in the nursery
The importance of crawling to physical and mental development, and how to encourage it, is explained by Anne O'Connor and Anna Daly.
The importance of leaving children to their own devices with imagination and the most basic materials is explored by Helen Huleatt of Community Playthings with Professor Tina Bruce, Lynn McNair and...
Children's early development has often been discussed in relation to children's Physical, Intellectual, Language, Emotional and Social development, often referred to as PILES. In the Birth to Three...
With many children starting school lacking in self-care skills, the value of introducing a screening and movement programme in schools is clear, says Sally Goddard Blythe
The revised Early Years Foundation Stage and its Characteristics of Effective Learning provide an opportunity to change practice in Key Stage 1 - and the new Ofsted inspection framework allows...
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.
It is important to provide a range of resources that children can access and use independently in the Reception classroom, writes Linda Pound