Found 29064 results for "?sort=recent?year_based=2007?Tags/Name=Practice|Child Development|Policy & Politics|Provision"
Different language rules and cultural attitudes to how children learn provide some valuable insights for practitioners working with bilingual children. Professor Elena Lieven explains.
Ormiston Herman Academy has adopted a child-centred approach in Year 1 with positive results, says teacher and early years specialist leader of education Amy Jackson
Computational skills need to be reflected in curricula and practice, writes Marc Faulder in the first part of a new series on teaching computational thinking in the early years
What is self-regulation, why is it important, how does it affect development in the early years, and what role should practitioners play, asks Dr Julian Grenier, who led on the revised Early Years...
The recent exchange trip made by Scottish early years practitioners to the headquarters of Westminster Children's Society (News, 22 May) was funded by Glasgow City Council, we have been asked to point...
Reflect is an innovative approach to supporting children’s emotional development and resilience through working with pre-school practitioners. Zoe Stephens and Gill Holt explain the method and its...
New materials offer guidance for those working with diverse and disadvantaged toddlers. Helen Sutherland and Jan Styman explain.
Early years practitioners are caught between what policymakers and educationalists mean by readiness for school, as David Whitebread and Sue Bingham explain.
How The Village Nursery and Pre-School in Cheshire involves parents in nursery life and their children’s development. By Meredith Jones Russell