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This is the third of four articles on inclusion. The articles are structured around the themes and principles underpinning the Early Years Foundation Stage (EYFS), 2007 (see table).
In both the indoors and outdoors environments, loose parts are an ideal resource for involving children in maths activities, explains Shardi Vaziri
Early years landscape designer Julie Mountain continues her exploration of an innovative Canadian approach to early childhood landscape design - the 7Cs - by looking at context and connectivity.
Use first-hand experiences and location resources for learning about environments, says Nicole Weinstein.
A storybook is the starting place for exploring minibeasts and the natural world in imaginative ways, with cross-curriculum activities from Helen Bromley.
Musical instruments can help children develop the sound recognition skills essential for reading, spelling and writing. Early years settings call the tune as they try out a few for Nicole Weinstein.
Cowgate Under 5s has opened up its spaces so that children of different age groups can move freely around the setting - with significant benefits. The nursery's June Graham explains why it works.
What is the difference between a print-rich environment and visual noise? Emma Davis argues for meaning, and against the laminator
What is meant by continuous provision, and what does it require of early years practitioners? Anne O'Connor explains the key elements.
Risk-taking is a key ingredient of healthy development, but its place in practice can still be limited by how it is perceived, says Kathryn Solly.