Found 36733 results for "?type=News?Tags/Name=Practice|Practice%7CCommunity?orderBy=Relevance?page=1?pageSize=10"
We look at how one small group of settings in London makes new children and their families feel secure through its key person and settling-in approach. By Hannah Crown
In promoting PSED, Norland Nursery chose to focus on the elements in isolation as well as how they weave together. Clare Crowther explains.
Adopting a key person approach requires careful preparation and organisation by the staff team in any setting, as well as reviewing practice once they have started using it, writes Anne O'Connor.
The value of seeking children's opinions and some ways practitioners can initiate it in an early years setting are described by Pat Gordon-Smith.
It's been quite a week, with the Children's Workforce Strategy consultation finally being unleashed, along with the Ofsted consultation on further changes to early years inspections (see News). Oh,...
Early Education and TACTYC are proposing that children in pre-schools, nurseries, Reception and Year 1 classes stay on in their previous setting or class until January 2021 to support children through...
Make plans over time for one of the most important areas of a setting's provision with this advice from <B>Jane Drake</B>
Early years practitioners need to see learning – particularly in mathematics – not as abstract and ‘disembodied’ but as inherently concrete and ‘embodied’. Dr Jennifer S Thom explains why
With digital technology now an integral part of children's everyday lives, settings must consider how they can best use it to support learning. Dr Christine Stephen draws on 15 years of research to...
Today's practice in observation of young children owes much to the work of this pioneering researcher, as Professor Tricia David explains