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Building on children's use of cues, practitioners can work with them to engender greater playfulness in their learning.
Early years practitioners need to see learning – particularly in mathematics – not as abstract and ‘disembodied’ but as inherently concrete and ‘embodied’. Dr Jennifer S Thom explains why
Children's interest in superheroes can be met by something other than violent, impossibly powerful action figures, says Helen Bromley
Michael Fallon, managing director of Just Learning, has told business delegates the secrets of the group's successful sale to venture capitalist Alchemy in a 30m deal . Mr Fallon explained to a...
The animals and buildings on a farm provide rich pickings for activities across the early years curriculum from Helen Shelbourne Aproject such as 'On the farm' may stem from a single child's...
The destination is the guiding light in a new way to progress through qualifications suited to individual learners. Mary Evans reports.
Have oodles of fun keeping children busy with an art kit from Bostik full of pipe cleaners, beads, felt shapes, pom poms, straws and Blu-Tack, plus an instruction leaflet suggesting lots of things to...
In the final part of her series on observation to support wellbeing, Dr Sue Allingham focuses on developing the Specific Areas of Learning
WINNER: Wendy Whittaker-Large, Networks for Knowledge, Northwich, Cheshire