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This is the third of four articles on inclusion. The articles are structured around the themes and principles underpinning the Early Years Foundation Stage (EYFS), 2007 (see table).
In the first of a new series on self-care, Nicole Weinstein finds out how carefully chosen crockery and chairs can enhance the mealtime experience
Really useful new resources are previewed by Ruth Thomson.
Early years practitioners are themselves part of the provision in any setting. Anne O'Connor outlines their role in and responsibility in promoting learning.
In the third part of her series on Newham’s Outdoors and Active programme, Julie Mountain finds out how it has involved parents and carers to create a family culture of movement and physicality
Do practitioners need to be careful about the colours or visual contrasts they put before young babies? Julian Grenier takes a look at scientific evidence.
Children's interests and developmental needs, in particular schemas, were key starting points for planning continuous provision within the toddler room created by the Warwickshire team.
The research and thinking about infant development available to early years practitioners is highlighted by Jools Page and Cathy Nutbrown from the University of Sheffield's School of Education.
A new project is involving children in Education for Sustainable Citizenship, explain Isabel Bleach and Annette Rawstrone
Barnet Early Years Alliance's vision is for children to ‘wallow’ in their learning. Annette Rawstrone reports