Found 40347 results for "?year_based=2019?Tags/Name=Practice|A Unique Child|Practice?pageSize=10?orderBy=PublishedDate"
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.
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.
With the number of young carers on the rise, high levels of professional understanding and quality support are crucial. Annette Rawstrone reports.
Children speaking different languages, or very little at all, learn to communicate happily at a nursery visited by Annette Rawstrone.
Assumptions about twins need to be challenged, says Anne O'Connor.
All early years settings need to do it, but how carefully is their practice considered and organised? Liz Dolan looks at helping children sleep.
Dr Katherine Runswick-Cole is a senior research fellow in disability studies and psychology at the Research Institute for Health and Social Change, Manchester Metropolitan University.
Tyres are perfect open-ended resources and link well to children's schemas, as Anne O'Connor observes.
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.
A unique structured therapy programme is changing the prospects of nursery children with speech and language delay. Ruth Thomson reports.