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Pretend shops are a magnet for young children – and the role play can be meaningful too, explains Nicole Weinstein, who also provides some useful resourcing pointers
In the final part of her series on the London Borough of Newham and Early Education’s 20-provider-strong Outdoors and Active programme, Julie Mountain rounds up some of the key lessons learnt
The feature 'First class' (15 February) contains some potentially misleading information, which may inadvertently misrepresent The Chiltern College. The Chiltern College - a charitable trust - has...
Floor play areas are an essential and sometimes overlooked context for learning, says Elizabeth Jarman, in the second of a series looking at the kinds of spaces that nurseries need to provide for...
Mills Hill in Oldham, one of the first schools to be made a National Teaching School, focuses on co-operative learning from the Foundation Stage onwards, finds Marianne Sargent
In part three of her series on the 7Cs approach to planning outdoor spaces for young children, Julie Mountain explains the importance of incorporating 'clarity' and 'challenge'.
What is the difference between a print-rich environment and visual noise? Emma Davis argues for meaning, and against the laminator
See how children's interests and a surprise piece of inspiration led to a nursery-wide project that prompted yet more projects, with Angela Chick.
In this book extract, we discover how small-world play, using all types of resources, is an excellent way to engage young children with mathematical concepts and skills
A visiting artist at one nursery in Salisbury has radically opened up the possibilities for children’s creativity, reports Marianne Sargent