Found 29359 results for "?sort=recent?year_based=2015?orderBy=PublishedDate?Tags/Name=Child Development|Practice?page=2?pageSize=20"
Nearly half of all children are not considered by their teachers to have a good level of development by the age of five, according to a new report.
Noticing what a baby is attending to, and then talking to them about it, boosts language development. By Dr Danielle Matthews, Dr Michelle McGillion and Professor Julian Pine
The role of play in young children's learning is finding new defenders around the world. Ruth Thomson hears some of the latest thinking.
The job title ‘early years practitioner’ will be used to show which level 2 qualifications count in ratios, Nursery World has learned.
The SEND Code of Practice seeks to refocus practitioners' efforts on making sure children and families are at the heart of decision-making. Kay Mathieson takes a look at how the early years...
If babies had words for their feelings, what would they say? Lisa Murray took their viewpoint to create a resource for parents.
Sorting items by different properties and comparing them is a skill that you can observe the children learning to use with increasing sophistication, as Sheila Ebbutt and Carole Skinner demonstrate.
This is the second of a four-part series on inclusive practice. The articles are structured around the themes and principles underpinning the Early Years Foundation Stage.
Self-awareness is not something we are born with, but an understanding that grows over time. Crucially, says Maria Robinson, it relies on a baby's experience of interacting with others
Our approach to love needs attention, says Dr Jools Page, director of the MA in Early Childhood Education (UK and Malta), University of Sheffield.