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To create effective 'enabling environments', we must be open to ideas from a range of sources, including educational pioneers, overseas settings and children themselves, says Nicole Weinstein.
Two leading early years organisations are recommending that schools should not introduce the baseline.
Outdoor games are healthy, teach valuable skills, and require only basic resources such as bean bags, hoops and chalk, says Helen Bilton.
A new report by the OECD highlights the importance of early education in enabling children, particularly those from disadvantaged families, to gain essential social and emotional skills.
The destinations of strands of money in the Sure Start Early Years and Childcare Grant allocated to local authorities are outlined by Simon Vevers.
Children progress by facing challenges, and good practitioners have a sense of when to step in and when to hold back. Jennie Lindon advises.
Delyth Mathieson, early years project manager at Edge Hill University, explains the wider perspective in what is needed to achieve EYPS.
Karen Hart investigates Standard 7 in detail, considering the ways in which Early Years Teachers should be proactive and accountable when it comes to children's health and safety.
In the second of a two-part series on developing fine motor control, Nicole Weinstein looks at resources for children aged three to five years.
Settings need to reflect personal, social and emotional development in the fabric of their environment.