Found 26490 results for "?tag=Curriculum?orderBy=PublishedDate?Tags/Name=Child Development|Provision"
Thinking and talking about curriculum in early childhood education involves recognising, valuing and building on children’s knowledge, explains Professor Elizabeth Wood
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.
Make plans over time for one of the most important areas of a setting's provision with this advice from <B>Jane Drake</B>
In the first of a two-part series on pre-term babies, Anne O’Connor takes a look at new research that sheds a light on the extent to which early birth affects children in later life
Parenting and improving parents' lives should be given as much focus as children's health and development, according to new guidance for children's centres.
Prominent academics in the early years field have expressed fears that a Government consultation on extending the national curriculum in England to include the Foundation Stage could have an...
The research and thinking about infant development available to early years practitioners is highlighted by Jools Page and Cathy Nutbrown from the University of Sheffield's School of Education.
Play and well-being must be at the centre of young children's development and learning after the coronavirus crisis, when children return to early years settings and school, say campaigners.
How the ‘Responding to Process’ approach focuses on recognising and supporting cognitive and physical development in the early years. By Alison Whelan