On behalf of our readers, staff in nurseries and schools around the country have put a wide range of products through their paces to assess their value in the workplace, and have given each item a...
Improve your practice. Use our directory to help you access the many short courses and workshops designed to keep early years professionals up to the minute with good practice across all aspects of...
In this the eleventh National Strategies feature on the Early Years Foundation Stage, Kim Porter, senior adviser at Every Child a Talker, and early years regional advisers Jonathan Doherty and Kairen...
The essential provision for a creative art environment takes account of the space and materials made available and the display of children's finished works.
Is it time to reassess our view of the enabling environment? Turning the term on its head, an environment that enables is more than the adult and more than the child – it becomes a context for intent,...
How experimenting with music aids children’s personal, social and emotional development and promotes self-regulation. Linda Pound explains, and offers practical advice for practitioners
Best practice in the Early Years Foundation Stage will depend on understanding how all the aspects of child's development link together. Maria Robinson sets out a way to approach them.
At last the problems besetting the PVI sector are acknowledged in a DfES-commissoned report, but providers want action, not words, says Simon Vevers They are the well-known gripes of the private and...
A child's communication begins at home, and early years practitioners need to promote it there and in partnership with the nursery, as Helen Moylett explains.
The difficulties that a child has with being 'different' are not the result of the difference but of the ways people see them and institutions provide for them, explains Anne O'Connor