Found 31995 results for "Enabling Environments: Making Spaces ...?type=Feature?year_based=2008?orderBy=PublishedDate?ArticleTypes/Name=Employer Zone|Other?Tags/Name=Practice|Child%20Development"
Encouraging children to explore the outdoors more freely proved to be a culture change in Poole, says Clare Schmieder, Early Learning Advisory Teacher (ELAT) within the Poole Early Years Team.
A forest environment stimulates the use of descriptive language, says Caroline Watts, a Forest Schools leader for several schools in Kent.
In any kind of setting you can provide a way for children to get close to nature while doing their part in its care. Mary Whiting shows how.
In the final part of her four-part series on the 7Cs approach to planning the outdoor play space, Julie Mountain looks at Change and Chance.
Printing is an immediately engaging activity for young children because it is both visual and tactile. Nicole Weinstein offers some tips
What is meant by continuous provision, and what does it require of early years practitioners? Anne O'Connor explains the key elements.
Cowgate Under 5s has opened up its spaces so that children of different age groups can move freely around the setting - with significant benefits. The nursery's June Graham explains why it works.
What is the difference between a print-rich environment and visual noise? Emma Davis argues for meaning, and against the laminator
In both the indoors and outdoors environments, loose parts are an ideal resource for involving children in maths activities, explains Shardi Vaziri
The Outdoor Challenge will get you to think hard about your setting's outdoor provision, says Julie Mountain of Learning Through Landscapes.