Found 23606 results for "Enabling Environments: Making Spaces ...?ArticleTypes/Name=Knowledge Bank|Knowledge Bank|Review|Review?page=1?pageSize=5"
The Forest Schools experience has brought many benefits to children at a setting in Scotland. AnnMarie Cunningham describes the process.
From seeing the sky in puddles to finding the symmetry in faces, there are lots of ways to mirror all areas of the curriculum, say Carole Skinner, Fran Mosley and Sheila Ebbutt.
Practitioners can support children's learning by providing as many real-life experiences with minibeasts as possible. Nicole Weinstein suggests resource ideas to make this possible.
A new climbing area is offering impressive challenge and variety, says King's Meadow Primary School's Sarah Obinna.
A Kirklees nursery owner who received thousands of pounds from someone posing as a parent has spoken out about this ‘new type of scam’.
In part three of her series on the 7Cs approach to planning outdoor spaces for young children, Julie Mountain explains the importance of incorporating 'clarity' and 'challenge'.
What is meant by continuous provision, and what does it require of early years practitioners? Anne O'Connor explains the key elements.
Good follow-up practice is vital in making the most of the Integrated Review, writes Dr Kay Mathieson
Making the move from nursery to primary school can throw up challenges for everyone involved, but settings can take steps to make the process easier. Rebecca Fisk suggests some methods.
With all their good intentions, children's centres may still let down their users through design faults that can be altered reasonably easily. Manager Colette Tait shows how.