143 articles in this category

Promoting Positive Starts in Early Childhood Education and Care Settin…
by Jayne Garcia on September 14, 2023
Senior Lecturer Jayne Garcia looks at some of the theory related to transition between home and early years setting, and shares advice on how to make sure your setting is ready for each child.
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The Inspiring Pedagogy and Practice of Ignorance: reflections on the u…
by Dr Rebecca Webb and Kathy Foster on July 13, 2020
Dr Rebecca Webb and Kathy Foster, 'teacher' and 'student' respectively on a Masters in Early Years Education course, write about their shared experiences of using the Scrapbook Approach to reflect on uncertainty and 'not-knowing' to inform educatio…
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Newham Early Years Conference, January 2020
by Ben Case on January 20, 2020
On Friday 10th January, Ben traveled up to Stratford to attend the Newham Early Years conference, which is now in its 5th year! Here are his notes from the event. 
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Intensive Interaction: an approach to support children with learning d…
by Stephen Kilgour on March 12, 2020
Stephen Kilgour, our SEND Advisor, takes a closer look at this simple but effective way to support the developing communication skills of children with complex additional support needs. This is the first article in a series on pre - verbal communic…
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What can CPD focus on in the 'new-normal'?
by Jenny Barber on August 19, 2020
Early Years consultant, trainer and author Jenny Barber advises on where settings can focus their training as we learn to live and work with children in a 'new normal'. 
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The Play Development Branch Map
by Stephen Kilgour on August 19, 2020
SEND Advisor Stephen Kilgour shares the Play Development Branch Map he has designed to inform practitioners about the stages of play in a typically developing child. 
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Does What It Says On The Tin?
by Leslie Patterson on October 8, 2020
Leslie Patterson examines the power of 'labels' and the need to find positive language to talk about our young learners. 
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Unconscious Bias in the Observation, Assessment and Planning Process
by Dr Stella Louis and Hannah Betteridge on November 17, 2020
Dr Stella Louis and Hannah Betteridge examine the unconscious biases that impact on the Observe, Assess and Plan process and the vital ongoing work of reflecting on our views, attitudes and beliefs.   
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The impact of physical movement on children's essential body systems
by Dr. Lala Manners on November 12, 2020
Dr Lala Manners explains some of the essential body systems, what to look out for in children who may not be experiencing enough physical activity, and how to support them. 
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Finding the motivation and wellbeing you need to follow your early yea…
by Jamel Carly-Campbell on November 16, 2020
Jamel Carly-Campbell reflects on how we can stay motivated, be mindful of our wellbeing and continue to find and follow our career pathways, especially in the middle of a global pandemic.    
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Reflecting on our Language: Is it time we stopped using the term ‘Spec…
by Stephen Kilgour on January 26, 2021
Additional Needs Advisor Stephen Kilgour reflects on the language we use when we talk about children with additional needs. 
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How can we ensure inclusive practice for Neurodivergent children?
by Ruth Jones on January 16, 2023
Speech and Language Therapist Ruth Jones reflects on how we must sit with our own sense of vulnerability while we learn, adapt and grow, in order to be able to support the Neurodivergent children in our early years settings. 
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Reflections on research about men working in early years
by Clarissa Frigerio on April 20, 2023
Early years educator and academic Clarissa Frigerio reflects on her research about the life experiences of men in early years education. 
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Stronger Practice Hubs
by Caroline Vollans on March 20, 2023
Caroline Vollans finds out more about the Stronger Practice Hubs that are being formed with the aim of supporting evidence based professional development and to share good practice. 
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Navigating New beginnings: A Mother’s perspective on Early Years Educa…
by Alicia Wilkins on December 19, 2023
Alicia Wilkins, a mother who has also been a teacher and a home nursery educator, shares her reflections on the transition from home to early years setting for a parent/carer. 
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Reflecting on Kerry Murphy’s talk on ‘Neurodiversity – Affirming Commu…
by Vanna Fossella on April 15
Educator and Tapestry product support specialist Vanna Fossella shares her reflections after attending a key note talk by Kerry Murphy at the 2024 Newham Early Years Conference. 
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Reducing Educational Disadvantage
by Penny Tassoni on January 25, 2018
Narrowing or closing the gap has become a hot topic in education. This is perhaps not surprising as it would appear that how well children do both at school and later in their careers is a postcode lottery which reflects parents’ income. Politician…
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The Power of Positive Words in Anti-Racism Education for Young Childre…
by Dr Lucretia Carter Berry on November 14, 2023
Dr Lucretia Carter Berry explores the transformative power of employing positive, affirming words when engaging in anti-racism education with young children. 
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Child Development: fact or fiction?
by Rory McDowall Clark on December 15, 2010
Knowledge about child development is an important tool which enables practitioners to make appropriate provision for young children; but if we are not careful it can also be a dangerously limiting illusion that may actually hamper practice.
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Donald Winnicott's Theories of Child Development: Their Relevance to B…
by Juliet Mickelburgh on December 15, 2010
Donald Winnicott was a psychologist and psychoanalyst who worked predominantly with children and families.In 1957 he wrote that 'the nursery school is probably most correctly considered as an extension 'upward' of the family, rather than an extensio…
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What's Critical About Critical Thinking?
by Joy Chalke on December 16, 2010
Joy Chalke, principal lecturer in the School of Education and Continuing Studies at the University of Portsmouth, demonstrates and analyses some of the critical thinking skills required of students engaged in higher education courses.
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Knock, knock can you come out to play?
by John Blaney on September 28, 2016
Closeted in the home or watched by helicopter parents children lack much of the freedom they had 40 years ago. British children’s play has been transformed in the last 100 years. In the 1960's few children did not spend all their free time outdoors, …
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Characteristics of Effective Learning: Active Learning in Action
by Ruksana Mohammed on February 28, 2014
This article is the second in our series on the Characteristics of Effective Learning, following on from Play and Exploration in Action which was published on the FSFin July 2013. Please refer to the article for the summary of the characteristics as …
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Fundamental British Values- what do they mean in the early years setti…
by Ruksana Mohammed on November 3, 2015
In 2014 the Department for Education published guidance on promoting ‘fundamental British values’ in schools to ensure that young people leave school prepared for life in modern Britain. These values were first set out by the government in their coun…
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Men in childcare, an ongoing debate
by David Wright on November 8, 2017
For those of us interested in such matters, the received wisdom is that the number of men actually working with young children as part of the Early Years workforce in England represents around 2% of the total. This figure, despite much hand-wringin…
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