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The development of being conscious of oneself and the wider world begins with the care that a child receives from attentive adults, explains Maria Robinson.
In this case study, Sue Chambers focuses on assessing physical development for the Progress Check at Age Two, and deals with difficult conversations that may form part of some evaluations.
In a safe environment where they feel secure, even very small children can enjoy constructive problem-solving and concentrate for surprising amounts of time, says Anne O'Connor.
Plans for a shared database that will hold basic records on every child under 18 in England from 2008 have been set out by the DfES. The Information Sharing Index is intended to improve good practice...
Early years practitioners are best-placed to recognise when a vulnerable child needs help. By Rachel Buckler, a trainer and consultant specialising in safeguarding
Observant practitioners explored how they could follow children's interests to extend their thinking and learning in the Early Years Foundation Stage, as Di Chilvers shows.
In an extract from her book on the subject, Tamsin Grimmer explains ‘core and radial schema’ and its relevance to the early years
In this case study, Sue Chambers focuses on assessing communication and language development for the Progress Check at Age Two, with the example of a child hindered by her need of a dummy.
Ann Langston explains the changes to Personal, Social and Emotional Development in the revised framework