Found 30950 results for "?tag=Knowledge Bank?year_based=2015?page=1?pageSize=5?Tags/Name=Child Development|Provision?ArticleTypes/Name=Practical|Features?orderBy=Relevance"
WINNER: Wendy Whittaker-Large, Networks for Knowledge, Northwich, Cheshire
Making authentic links between reading and talking has been helping early years practitioners and teachers to develop children's communication, language and literacy. Di Chilvers explains.
How a ‘Focus Stories’ approach and skilful adult ‘scaffolding’, rather than instruction, can boost young children’s engagement with books. By Lucy Rodriguez Leon and Tamsin Harvey
Neurophysical development takes a number of forms in early childhood. In an edited extract from her new book, Anne O'Connor explains what these are, why they matter and how to support them.
Phonics is only one essential element in teaching children to read and write, says early years trainer and consultant Anna Lucas
A positive inspection is vital, but so too are other measures of effective provision. By Dr Julian Grenier
In the seventh of the National Strategies features on the EYFS, Gail DuBock and Yvonne Au, Early Years Regional Advisers in the south east, reflect on the centrality of play and exploration in...
An innovative course will offer students a different approach to university education and to EYP status, as Mary Evans reports.
Name: Ginny WrightRole: Early years development officer for Learning Through LandscapesQualifications:Foundation Degree in Early Years Care & Education; NVQ 3 in Childcare; City & Guilds ' Home...
For most developing countries, the World Bank is the agency with the greatest involvement in early childhood provision. But in whose interests is it? Professor Helen Penn takes a critical look.