Found 18508 results for "?year_based=2016?Tags/Name=Practice|EYFS%20Best%20Practice%20in%20Schools%7CManagement%7CPractice%7CProvision?pageSize=20?ArticleTypes/Name=Features"
Following an increased engagement in visual art during the pandemic, how can early years settings continue to support children's creativity, asks Charlotte Goddard
How should practitioners approach the revised learning area of EAD within the new EYFS, and how does it compare to the previous version? Penny Tassoni reports
* We have five copies each of Baby Says - Hooray, Baby Says - Hello, Baby Says - Love You and Baby Says - Bye-Bye by Opal Dunn (Hodder Children's Books, 3.99 each) to give away to Nursery World...
Early years practitioners need to see learning – particularly in mathematics – not as abstract and ‘disembodied’ but as inherently concrete and ‘embodied’. Dr Jennifer S Thom explains why
Childminders in England have voted to change their name. But they do not know what they want to change it to.
The ability to control emotional and physical impulses should be developed in the early years to help ensure children embrace learning and grow into self-regulating adults.
Dame Clare Tickell is urging practitioners to focus on the importance of reflective practice and the role of supervision in the run-up to the introduction of the revised EYFS.
A lack of consideration for others is seen as the root of many social problems - hence the key role of the early years in developing empathy in children.
Most nurseries, childcare workers and childminders support the EYFS and want it to stay, according to reports by early years organisations who asked their members for their views on the early years...