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Do you really know what child-initiated learning looks like? Mary Evans identifies further training directions, in the first of a new series on improving skills to meet EYFS requirements.
In the first of a new six-part series, Charlotte Goddard explores Level 1 qualifications
The experience of moving the body from a prone position is surprisingly important for a child's development, say Anne O'Connor and Anna Daly.
In this extract from her new Practical EYFS Handbook, Penny Tassoni outlines ways of building confidence and self-awareness in children aged 0-11 months.
By Kate Green, chief executive of the Child Poverty Action Group It's not often that politicians from across the political divide agree, so at the Child Poverty Action Group we were delighted when a...
While the rise in the number of adults being diagnosed with Type 2 diabetes hit the headlines again recently, what is less reported is the sharp rise in recent years of the number of under-fives...
Understanding how young children think is crucial to good practice. In the first of a new series, early years consultant Marion Dowling explores why.
Our approach to love needs attention, says Dr Jools Page, director of the MA in Early Childhood Education (UK and Malta), University of Sheffield.
How can settings best support the particular maths development needs of three-year-olds, asks Judith Dancer in the fourth part of this series
High-quality CPD should continue to be a priority under the revised EYFS, and this means using training that is evidence-based and long-lasting, finds Annette Rawstrone