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Can early years leaders effect social change, and will being more socially responsive and democratic make settings more effective? Yes, finds Mona Sakr, senior lecturer in education and early...
In the first of a two-part series, Caroline Vollans advises practitioners on how to support children who have experienced trauma
Page references for Curriculum guidance for the foundation stage Principle
While children will squabble from time to time, they are usually practising negotiating techniques. The skill for adults is to know when to step in or step back and let them get on with it, explains...
Seeds, greens and legumes can be used to create a whole host of interesting and enjoyable learning opportunities. Marianne Sargent offers some food for thought.
Understanding the stages young children go through when developing their thinking patterns is crucial when supporting babies and infants from birth to three years, says Marion Dowling. Photographs at...
How the A Better Start programme is improving services and outcomes for families by engaging and involving them. By Frances Lyons and Tom McCulloch
Early years practitioners need to see learning – particularly in mathematics – not as abstract and ‘disembodied’ but as inherently concrete and ‘embodied’. Dr Jennifer S Thom explains why
Talking about death with young children is necessary when there has been a bereavement. Anne O’Connor explains the best ways to tackle this difficult subject