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In the third part of our sustainability series, Diane Boyd and Nicky Hirst of Liverpool John Moores University, and Sarah Emerson of Kids Love Nature, look at two key elements – bees and trees
The tricky move from nursery to school is a key focus of the EYPP. Charlotte Goddard finds out how settings are preparing children – and monitoring their progress after they leave
Early years practitioners must take care to indulge and maintain the natural motivation that children show from babyhood, says Marion Dowling.
The approach to formative and summative assessments is not obviously different under the revised Early Years Foundation Stage. However, practitioners will need to be alert to subtle but significant...
Early years settings can apply researchers' scales to self-evaluate their own practice. Mary Evans outlines how the scales work.
When children are exposed to a wide range of thought-provoking experiences and encouraged to make their own decisions, they will take responsibility for their learning. Marion Dowling shows how.
With the right resources the children will enjoy acquiring carpentry skills, says Miranda Walker, who offers ideas to get started working with wood allows children to appreciate a natural material, as...
Follow our pointers to help you gather evidence for NVQ Level 3 Unit C10 - promoting children's sensory and intellectual development. Read our advice in conjunction with Level 3 standards Early Years...
When your workplace is your home, how do you gather evidence and get yourself assessed for an NVQ 3?Meg Jones talks to successful candidates and advisors For Sue Griffin, the National Childminding...
How do candidates gain an APEL certificate? Maureen Smith and Yvonne Nolan explain how to get on this fast-track route You may by now have heard about the new APEL qualification, which offers...