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Observation, assessment and planning are the foundation of any forest school programme, as Sarah Blackwell outlines an example of one.
What is the difference between a print-rich environment and visual noise? Emma Davis argues for meaning, and against the laminator
Joint winner, Houghton Community Nursery School, Houghton le Spring
Early years settings' work with families can take a new dimension when everybody gets outdoors together, says Annie Davy, early years advisor at Learning through Landscapes.
The endless potential for learning through play that the natural environment offers to young children is observed by 'nature kindergarten' provider Claire Warden.
Use first-hand experiences and location resources for learning about environments, says Nicole Weinstein.
The work of a project helping childminders create communication-friendly spaces was put on show in a multimedia exhibition in Cardiff Bay this week.
What is meant by continuous provision, and what does it require of early years practitioners? Anne O'Connor explains the key elements.
A grant-funded outdoor space was made to order according to the nursery children's wishes and needs. Ruth Thomson takes a look around.
Pretend shops are a magnet for young children – and the role play can be meaningful too, explains Nicole Weinstein, who also provides some useful resourcing pointers