Found 22874 results for "Enabling Environments: Making Spaces ...?type=Feature?pageSize=5?orderBy=Relevance?Tags/Name=Practice|Provision"
In the run-up to International Mud Day on 29 June, Jan White and Menna Godfrey make the case for creating a mud kitchen in your setting and offer advice on how to best approach the task.
Use an enjoyable story book to complement experiences that children have with resources found in the real world around them, following suggestions from Helen Bromley.
A three-year place-based learning project helped children to locate themselves in the community and wider world, says Will Coleman.
What is it that makes enclosed spaces so appealing to many children, and how can early years settings support them in this? Annette Rawstrone reports
Go back in time for children to get a sense of themselves and to explore concepts with activities across the early years curriculum suggested by Sheila Ebbutt.
High Greave Infant School in Rotherham has transformed its provision over the past two years. Ruth Thomson visited to see how it is working to meet the needs of its children.
Being in the city doesn’t mean children can’t learn about the natural world. Marianne Sargent looks at one nursery connecting urban with earth
Allowing children to explore media and materials enables important learning, but how can practitioners support children's creativity and understanding? Nicole Weinstein explains.
Factors for practitioners to bear in mind when children move up to reception are explained by Lynn Beckett and Dr Neil de Reybekill.
Children's interests and developmental needs, in particular schemas, were key starting points for planning continuous provision within the toddler room created by the Warwickshire team.