Found 18900 results for "Enabling Environments: Making Spaces ...?year_based=2008?page=1?pageSize=5"
What is meant by continuous provision, and what does it require of early years practitioners? Anne O'Connor explains the key elements.
Children gain an immense sense of achievement from creating something beautiful from a few simple sticks, says Julie Mountain.
From seeing the sky in puddles to finding the symmetry in faces, there are lots of ways to mirror all areas of the curriculum, say Carole Skinner, Fran Mosley and Sheila Ebbutt.
In providing resources for playful learning we need to remember the process in which they will be used, not just the outcome at the end, says Anne O'Connor.
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.
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.
School and nursery children took the principles of Forest School to the water, with an added environmental message, in ecological sustainability activities beside the seaside.
Small-world play offers children the chance to explore real and imagined worlds in miniature. Early years settings put a range of small-world play equipment to the test and report back to Nicole...
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.
Julie Mountain continues her series on Newham’s Outdoors and Active programme by looking at its approach to open spaces, surfaces and level changes, climbing, large objects and storage