Found 28387 results for "?tag=Knowledge Bank?type=Other?year_based=2018?pageSize=3?ArticleTypes/Name=Knowledge Bank|Features?Tags/Name=Practice"
It is traditionally hard to prove how pedagogical knowledge impacts children's outcomes, but a new Oxford University study has gained new ground. By Caroline Vollans
Our children, staff and parents worked hard to raise more than 500 for the Children's Hospice Southwest. We gained consent from parents for children to be photographed while presenting the cheque to a...
For most developing countries, the World Bank is the agency with the greatest involvement in early childhood provision. But in whose interests is it? Professor Helen Penn takes a critical look.
I was delighted to read about the new Early Years Practitioner status and eagerly read the consultation online. At last I felt there was an opportunity for me to remain a 'hands-on' practitioner, yet...
PARTNERSHIP CONTENT Advice on integrating digital tools to help you streamline processes and stay connected with everyone involved in a child’s development.
Early years apprenticeships have been a much-needed boost as the new Level 3 standard has now been submitted.
The battle for Reception? Is this most crucial of years about curriculum or about skills/child development? In this Best Practice Focus, we consider the latest on the controversial Reception year...
Employers will welcome experienced childcarers who brush up their knowledge after time away from work, as Karen Faux hears.
Some students studying distance learning courses in childcare believing that they will lead to full Level 3 qualifications, are discovering the courses are not considered as full and relevant...