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Mentally attaching a number name to an object within a group is an important skill for young children to master, say Sheila Ebbutt and Carole Skinner.
A humorous story about a boy who has been given too many teddies as presents opens the door on a wealth of activities, writes <STRONG> Lena Engel </STRONG>
Teams work most effectively when the strengths and emotional needs of individual members are recognised, says Karen John of the Pen Green Research Base.
In the third part of our series on the Common Inspection Framework, The Pre-School Learning Alliance's Michael Freeston provides an indepth comparison of past and current criteria.
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.
Chocolate, ice-cream and 800,000-year-old objects are all attractions at this year’s Cambridge Science Festival (7- 20 March), which nurseries and schools can visit for free.
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...
The Department for Education's planned regulatory changes to the EYFS are currently out for consultation. Early years settings and others in the sector give Katy Morton their views
The challenges and benefits of reflective practice for early years practitioners are explored in depth in this unit, says Mary Evans.
The Lamaze Infant Development Book Programme has been designed to help instill a love of books from the earliest possible age. Each book is brightly coloured and has special features such as different...