Found 34499 results for "?tag=Schools?type=Other?year_based=2013?Tags/Name=Learning & Development|Practice?page=1?pageSize=10"
The different aspects of a new early years guidance document for Scotland are weighed up by consultant and trainer Ann Langston.
Museums are finding new ways to get young children and their families communicating while learning. Amanda Heath explains.
The role of the practitioner in children's problem solving is to pose challenges and prompt them with occasional questions and suggestions, but not provide the answers for them, says Margaret Martin.
A Birmingham setting has won a UNICEF award for being a 'rights respecting' nursery. Annette Rawstrone investigates how they made the grade.
Play with small, fantasy figurines is an ideal way to address language impoverishment and help to meet the aims of the 'Every Child a Talker' project, says Michael Jones.
A programme to train early years practitioners and parents in language development has been improving language outcomes for children. Hannah Crown reports.
There are important differences in the adult role when supporting child-led, rather than adult-led, learning, as Julie Fisher demonstrates.
An alternative form of circle time is teaching young children to listen and concentrate. Sharon Garforth explains the programme and training.
How do children learn and remember information, and what approaches will help them reach their full potential? In an extract from her book on child psychology, Usha Goswami explains.
New research is challenging our understanding of repeated patterns of action, or schemas. Dr Cath Arnold, consultant at the Pen Green Centre, looks at how we can refine our approach.