Found 32576 results for "?sort=recent?Tags/Name=Child Development|Practice|Families|Provision?page=1?pageSize=10?ArticleTypes/Name=Opinion"
Much emphasis is put on academic achievement, but how do we support each child to become a person? Marion Dowling begins a three-part series
Use our pointers to help gather evidence for NVQ Level 3 Unit 16: Observe and assess the development and behaviour of children. Read our advice in conjunction with the Level 3 standards in Early Years...
We have ten copies of Here comes the Crocodile by Kathryn White (Little Tiger Press, 5.99) to give away to Nursery World readers. Send your name and address on the back of a postcard or envelope,...
We have 20 sets of 10 hand magnifiers (Galt, Pounds 8.99) to give away to Nursery World readers. Send your name and address on the back of a postcard or envelope, marked 'magnifiers', to the address...
Ways that nurseries can identify and promote children's readiness for reading are highlighted in studies considered by Kyra Karmiloff and Annette Karmiloff-Smith.
Despite the achievement of the current UK Government in reducing child poverty levels during the first part of the last decade, and introducing fiscal programmes to help low-income families, child...
Early years settings uncertain of how to introduce music into everyday practice need simply find a real, live musician, as Linda Bance explains.
Emotional Literacy has been identified as key to a child's development. But what is it, why is it so important in the early years and what can practitioners do to nurture it? asks Yasmin Mukadam.
Early years practitioners are themselves part of the provision in any setting. Anne O'Connor outlines their role in and responsibility in promoting learning.