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How should practitioners best be observing children, assessing progress and letting this knowledge inform their planning, asks Charlotte Goddard
In the baby room, what should practitioners be looking out for to guide their interactions, asks Meredith Jones Russell
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.
We have ten copies of Hot Hippo by Mwenye Hadithi (Hodder Children's Books, 5.99) to give away to Nursery World readers. Send your name and address on the back of a postcard or envelope, marked 'Hot...
<P> 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 </P>
Follow our pointers to help you gather evidence for NVQ Level 3 Unit C14 - caring for and promoting the development of babies. Read our advice in conjunction with Level 3 standards Early Years Care...
I am in full agreement with the comments by Stephen Burke, director of the Daycare Trust (News, 25 October), about the lack of appropriate childcare for children who have special needs. I run one of...
From short courses to new qualifications at Levels 2 and 3, the sector now has more special needs training options than ever. By Meredith Jones Russell
We have 15 copies of Can't you sleep, Little Bear? by Martin Waddell (Walker Books, 4.99) to give away to Nursery World readers. Send your name and address on the back of a postcard or envelope to the...
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