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Early years practitioners are themselves part of the provision in any setting. Anne O'Connor outlines their role in and responsibility in promoting learning.
Supporting babies’ maths development is the focus of this first part in a new series by Judith Dancer
Early years practitioners are caught between what policymakers and educationalists mean by readiness for school, as David Whitebread and Sue Bingham explain.
Which hand we write with is not determined at birth, but our preferences lie in our prehistory and impact on our development. Annette Karmiloff-Smith and Kyra Karmiloff explain how.
Children's ability to estimate is more important to their mathematical development than counting, explains Jo Van Herwegen.
The schemas explored by a child over his two years at nursery are described by Louise King, a family worker at the Pen Green Centre, Northampton.
Freedom of movement is essential for children's developing minds and emotions as well as their bodies, say Anne O'Connor and Anna Daly.
Jane Drake, a partnership advisory teacher in Leeds and author of Planning Children's Play and Learning in the Foundation Stage and Organising Play in the Early Years (David Fulton) The layout of...
Organising children to sing songs along to actions or stories is the focus of another movement session by Helen Bilton.
Children at two are not 'ready' for reading, says Sally Goddard Blythe. They don't have the physical equipment for learning formal skills.