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In both the indoors and outdoors environments, loose parts are an ideal resource for involving children in maths activities, explains Shardi Vaziri
Are you a mud-lover, a mug-hugger or somewhere in between? Annie Davy explains why being an early years practitioner today is an outdoor job.
Stimulate the senses, stretch children's skills and extend provision for special needs by developing a sensory garden, as one nursery shows Viv Hampshire how they did it.
Children gain an immense sense of achievement from creating something beautiful from a few simple sticks, says Julie Mountain.
Here are some ideas to show how a nursery can build up a wealth of resources to help children to learn, appreciate and have fun with the largest land animal, from Jean Evans.
Think about what children can learn from using paint through the way your setting's provision is organised and what experiences are offered to them, says Jane Drake.
The Forest Schools experience has brought many benefits to children at a setting in Scotland. AnnMarie Cunningham describes the process.
In the first of a new series on running a Forest School programme, Sarah Blackwell identifies priorities in locating and using the land.
Practitioners can support children's learning by providing as many real-life experiences with minibeasts as possible. Nicole Weinstein suggests resource ideas to make this possible.