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I would like to put a few points straight about the news story, 'Words fail minders at AGM' (27 November). Little did you know the headline was correct, but in another way. A debate held on the...
Early years expertise does not feature heavily in serious case reviews, but there is much to be learned from these documents. Jessica Johnson, co-author of a report on the subject, explains.
Ferre Laevers' Process-Oriented Monitoring System builds on his 'well-being' and 'involvement' scales to create a highly sensitive form of assessment. Jan Dubiel takes a look at how it works.
The name change from Creative Development to Expressive Arts and Design gives practitioners the chance to rethink how they support creativity within early learning, says Di Chilvers, advisory...
The children in the Red Room at The Childcare Centre at Darlington College enjoyed discussing their favourite foods and recording them on a chart, says Dionne Sheehan. Planned learning intentions
In her third article on Early Years Teacher training options, Charlotte Goddard finds out how one aspiring practitioner is combining the qualification with her undergraduate degree
How can practitioners help children to play in a manner that best supports their development? Marion Dowling explains.
The curriculum guidance for the Foundation Stage is finally out and one of the most important and exciting aspects of the documentation is the emphasis placed on play as a key mode of learning for...
The defining elements of active learning, the second characteristic of effective learning and teaching identified in the Early Years Foundation Stage review, are set out by Jan Dubiel, national...