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A leading early years organisation has called on the Government to abandon Key Stage 1 SATs. Members of Early Education said they felt there was a clash between the 'welcome, play-based philosophy of...
Early years settings can apply researchers' scales to self-evaluate their own practice. Mary Evans outlines how the scales work.
How can adults help to build kindness and co-regulation in children – as well as themselves? Helen Garnett explains
In the first of a series on the Progress Check at Age Two, Sue Chambers looks at what you need to know now and what to expect in the future
Sharing a story-telling session, listening to aCD and acting out favourite tales using props are all ways in which children can be encouraged to engage with books Practitioners who want to create a...
Enabling Successful Futures: Developing a reflective & impactful pedagogy in an increasingly challenging climate
Counting, and use of numbers as labels, constitutes one strand of mathematical development in the early learning goals. To foster this development, early years practitioners need to be aware how...
Letting children vote on matters such as resources gives them a sense of ownership, among other benefits. By Amy Jackson
Whether or not the term ‘gifted and talented’ is appropriate for the early years, all young children need to be able to find and explore their fascinations, explains Caroline Vollans
'Learning to read or to write one's name at three is not necessarily an indication of future academic potential. Einstein didn't learn to read until he was seven' Sue Mardel, primary inspector for...