Found 28784 results for "?ArticleTypes/Name=Features?Tags/Name=Practice|Child Development|Child Development|Practice?page=2?pageSize=5"
The SEND Code of Practice seeks to refocus practitioners' efforts on making sure children and families are at the heart of decision-making. Kay Mathieson takes a look at how the early years...
Tyres are perfect open-ended resources and link well to children's schemas, as Anne O'Connor observes.
In the second part of his series exploring the revised Development Matters guidance, Dr Julian Grenier looks at the newly included terms ‘curriculum’ and ‘pedagogy’ and explains what they mean in the...
Parents, childcare workers and health visitors are being targeted by three new distance learning courses being set up in Leicester at De Montfort University's Unit for Parenting Studies. The...
Identifying children's relationships with the adults in their home is no longer a matter of Bob's your uncle, says <STRONG> Mary Evans </STRONG>
In the first of a series on the Progress Check at Age Two, Sue Chambers looks at what you need to know now and what to expect in the future
Julian Grenier has released a new publication, the Revised Early Years Foundation Stage: Principles into Practice, to accompany the Revised Development Matters guidance.
Self-awareness is not something we are born with, but an understanding that grows over time. Crucially, says Maria Robinson, it relies on a baby's experience of interacting with others
Observing the level of involvement that children show in their play can tell you much about their emotional well-being, says Anne O'Connor.
How should the 'areas of need' in the Special Education Needs and Disability Code of Practice be considered in relation to the prime areas of learning? Kay Mathieson explains.