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Thoughtful practitioners will identify what may be preventing children from doing their best, as Chris Dukes and Maggie Smith demonstrate.
Ways that nurseries can identify and promote children's readiness for reading are highlighted in studies considered by Kyra Karmiloff and Annette Karmiloff-Smith.
Use our pointers to help gather evidence for NVQ Level 3 Unit 16: Observe and assess the development and behaviour of children. Read our advice in conjunction with the Level 3 standards in Early Years...
In the first of a series on the Progress Check at Age Two, Sue Chambers looks at what you need to know now and what to expect in the future
A resource for teachers of Key Stages 1 and 2 has been produced by the Royal Society for the Prevention of Cruelty to Animals. Animal Focus - Nocturnal Animals is a 24-page, full-colour magazine that...
Follow our pointers to help you gather evidence for NVQ Level 3, Unit C17 - the care and education of children with special needs. Read our advice in conjunction with Level 3 standards in Early Years...
In an extract from her book on the subject, Tamsin Grimmer explains ‘core and radial schema’ and its relevance to the early years
Children's ability to estimate is more important to their mathematical development than counting, explains Jo Van Herwegen.
Behaviour is a complex interplay of every aspect of development, and for young children, the driving force behind it is the ability to manage emotions, explains Maria Robinson.
Follow our pointers to help you gather evidence for NVQ Level 3 Unit C11 - Promote children's language and communication development. Read our advice in conjunction with Level 3 standards in Early...