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Early years settings uncertain of how to introduce music into everyday practice need simply find a real, live musician, as Linda Bance explains.
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 seeking to ensure children are always busy, have we overlooked the value of simply doing nothing? Dr Natasha Kirkham considers the issue.
Action research is a form of 'self-reflective enquiry' that can help settings work through points of concern to find workable solutions. Julie McLarnon shows how it works in practice.
Alongside or apart from what adults teach them, children will represent and explore mathematical ideas with their own creative methods, as Elizabeth Carruthers and Maulfry Worthington explain.
Nine nurseries have been ‘named and shamed’ on the latest minimum wage offenders list. How did they get there, and how easy was it to fall foul of the rules? Ruth Stokes reports
One nursery combines learning through play with family involvement by making science boxes. Mary Evans finds out what it's all about.
Freedom of movement is essential for children's developing minds and emotions as well as their bodies, say Anne O'Connor and Anna Daly.
Rhythm is a critical area for both communication and physical skills development, so how can practitioners ensure children's learning is supported? Lala Manners reports.
In the last of our National Strategies features on the Early Years Foundation Stage, regional adviser Jane Mansfield and senior adviser Jan Lepley reflect on young children's development of empathy.