Found 24300 results for "Enabling Environments: Making Spaces ...?ArticleTypes/Name=Practical|Knowledge Bank|Review|Review?page=1?pageSize=5"
Let's all start thinking about what might be in store after the review of the EYFS
From seeing the sky in puddles to finding the symmetry in faces, there are lots of ways to mirror all areas of the curriculum, say Carole Skinner, Fran Mosley and Sheila Ebbutt.
What is meant by continuous provision, and what does it require of early years practitioners? Anne O'Connor explains the key elements.
Making the move from nursery to primary school can throw up challenges for everyone involved, but settings can take steps to make the process easier. Rebecca Fisk suggests some methods.
A new climbing area is offering impressive challenge and variety, says King's Meadow Primary School's Sarah Obinna.
In providing resources for playful learning we need to remember the process in which they will be used, not just the outcome at the end, says Anne O'Connor.
Practitioners can support children's learning by providing as many real-life experiences with minibeasts as possible. Nicole Weinstein suggests resource ideas to make this possible.
Children gain an immense sense of achievement from creating something beautiful from a few simple sticks, says Julie Mountain.
With all their good intentions, children's centres may still let down their users through design faults that can be altered reasonably easily. Manager Colette Tait shows how.
The latest early years products can help children sleep comfortably and get around safely, says Ruth Thomson.