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The Self-Evaluation Form should be a reflection not just by an early years setting's staff, but the children, parents and third parties involved in its operation, say Laura Henry and Beth Harris.
Dissent is growing among major nursery providers over inadequacies in the content of the new Level 3 Diploma for the Children and Young People's Workforce.
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...
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...
Laser Learning has launched a range of short online courses that offer professional development at Levels 2, 3 and 4. At Level 3 these include Observing Children, Partnerships with Parents, Managing...
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.