Found 29699 results for "?tag=Knowledge Bank?year_based=2015?ArticleTypes/Name=Review?page=1?pageSize=15?Tags/Name=Literacy|Learning & Development|Practice"
The first signing course to join the QCA framework can provide a basis for other qualifications. Karen Faux reports.
Scotland's largest befriending organisation for children, bfriends, merged with Children 1st on 1 April. Children 1st chief executive Margaret McKay, said, 'bfriends had reached a point at which it...
I want to take issue with Jerry Beere's question, 'What exactly is the point in children as young as three or four learning even the rudiments of mathematics and English?' (Letters, 24 October). When...
How does the ability to form and retrieve memories develop in children, why is it important to early learning, and how can adults help to stimulate it? Anne O’Connor reports
It is traditionally hard to prove how pedagogical knowledge impacts children's outcomes, but a new Oxford University study has gained new ground. By Caroline Vollans
Do you really know what child-initiated learning looks like? Mary Evans identifies further training directions, in the first of a new series on improving skills to meet EYFS requirements.
The right kind of experiences in the earliest years build the nerve networks in the brain that a child needs for good PSED. Caregivers carry a huge responsibility, says Anne O'Connor
Exploring Outdoor Learning in the Foundation Stage By Leeds Early Years Service, Early Years Partnership Advisory Team
A review of the Foundation Phase, the curriculum for Welsh primary children, reveals a large variation in practice across settings and areas of learning.
Children as young as three can benefit from developing ‘learning to learn’ skills, which can boost children’s attainment by seven months, according to new research.