Two major research projects commissioned by the Department for Education and Skills are set to show early years workers how they can best support young children's learning and development. In one...
'Evolution not revolution' has become something of a cliche, but certainly not a meaningless one where early years practice is concerned. As Julian Grenier, head of Kate Greenaway Nursery School and...
Rather than obsess over whether activities are free-flow, child-led and so on, teachers should consider if they constitute effective learning and empower the child as a learner, says Jan Dubiel
A new report claims that bureaucracy is strangling Government plans to expand childcare. Alison Mercer looks at its recommendations for change Is it time for the Government to stop in its tracks and...
The support and wellbeing of babies is strongly linked to better outcomes later in life but is not always placed at the forefront of best practice in early years. With the legacy of Covid and other...
The principles that should underpin putting the Early Years Foundation Stage into practice are set out by Julie Fisher in this excerpt from the revised edition of Starting from the Child.
How one setting introduced ‘In The Moment Planning’ to ensure that child-led play and activities are not interrupted and children feel valued and listened to. By Dawn Rigby
Supporting children making the transition to Key Stage 1 requires teachers to strike a balance between adult-led and child-initiated learning, with the right environment and resources
The Foundation Stage The breadth of the Foundation Stage curriculum makes ongoing training a must if settings are to deliver a holistic programme that meets the needs of all children