Found 34127 results for "?tag=Knowledge Bank?year_based=2018?Tags/Name=Policy & Politics|Early Years Curriculum|Child Development|SEND%7CPositive%20Relationships%7CWorking%20With%20Parents%7CFamilies%7CProvision?ArticleTypes/Name=Features?orderBy=Relevance?pageSize=10"
Two decades of ‘relentless’ policy changes, lack of investment and low pay have led to early years teachers feeling devalued and ready to leave their profession.
Children using more than one language may have advantages in learning, but practitioners must ensure they can readily access the curriculum, say Tricia Carroll and Anne O'Connor.
In the second part of his series exploring the revised Development Matters guidance, Dr Julian Grenier looks at the newly included terms ‘curriculum’ and ‘pedagogy’ and explains what they mean in the...
The Department for International Trade is inviting early years providers to a UK-China Early Years Education Development Forum on 7 December.
The Foundation Phase in Wales is to be replaced with a new curriculum for children aged three to 16, in which religious education will be made mandatory from the age of three.
By creating an inclusive environment where children with SEND are treated equally with others, the whole setting benefits – but it isn’t always easy. By Gabriella Jozwiak
What are the challenges to achieving good transitions for children with SEND? Catherine McLeod, CEO of inclusion charity Dingley's Promise, has led a project to find out
CHILD CARE AND DEVELOPMENT (5th edition). By Pamela Minett. (Hodder Arnold, 15.99, ISBN: 0340889152, tel: 020 7873 6000) Some food for thought in your professional career
Nearly five years on since the SEND reforms were introduced, children with speech, language and communication needs (SLCN) are still not getting the support they need.
England's early years spend is below par, explain Carey Oppenheim, early childhood lead, and Dr Claire Sewell, communications manager, at the Nuffield Foundation