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146 articles in this category

    Intensive Interaction: an approach to support children with learning d…

    by Stephen Kilgour on

    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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    How can we ensure inclusive practice for Neurodivergent children?

    by Ruth Jones on

    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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    Promoting Positive Starts in Early Childhood Education and Care Settin…

    by Jayne Garcia on

    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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    Newham Early Years Conference, January 2020

    by Ben Case on

    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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    Does What It Says On The Tin?

    by Leslie Patterson on

    Leslie Patterson examines the power of 'labels' and the need to find positive language to talk about our young learners. 
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    Reflecting on Kerry Murphy’s talk on ‘Neurodiversity – Affirming Commu…

    by Vanna Fossella on

    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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    Reflections on research about men working in early years

    by Clarissa Frigerio on

    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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    What can CPD focus on in the 'new-normal'?

    by Jenny Barber on

    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 Inspiring Pedagogy and Practice of Ignorance: reflections on the u…

    by Dr Rebecca Webb and Kathy Foster on

    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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    The impact of physical movement on children's essential body systems

    by Dr. Lala Manners on

    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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    Risk-taking in the early years

    by Caroline Vollans on

    Caroline Vollans reflects on whether we have a narrow view of risk and risk-taking in the early years. 
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    Stronger Practice Hubs

    by Caroline Vollans on

    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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    5 Easy Steps to Write & Publish a Book with Your Child

    by Winsome Duncan on

    Book confidence coach and best-selling author Winsome Duncan shares some tips on how to go about publishing children's writing and turning it into a real picture book. 
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    Navigating New beginnings: A Mother’s perspective on Early Years Educa…

    by Alicia Wilkins on

    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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    Cultivating Collaborative Relationships: 5 Strategies for Parent Engag…

    by Alicia Wilkins on

    Alicia Wilkins writes about working collaboratively with parents - from the perspective of being a parent herself, and having been an early years educator. 
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    Reflecting on our Language: Is it time we stopped using the term ‘Spec…

    by Stephen Kilgour on

    Additional Needs Advisor Stephen Kilgour reflects on the language we use when we talk about children with additional needs. 
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    The Play Development Branch Map

    by Stephen Kilgour on

    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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    Finding the motivation and wellbeing you need to follow your early yea…

    by Jamel Carly-Campbell on

    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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    Unconscious Bias in the Observation, Assessment and Planning Process

    by Dr Stella Louis and Hannah Betteridge on

    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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    Partnerships with Parents, Part 1

    by Juliet Mickelburgh on

    Working in partnership with parents is now considered to be one of the key areas of good early years practice, illustrated by the focussing of four Standards in the EYPS on this subject. In the first of two articles we look at why partnership with pa…
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    Characteristics of Effective Learning: Active Learning

    by Martine Horvath on

    What is "Active Learning"? The High Scope approach defines it helpfully as ‘having direct and immediate experiences and deriving meaning from them through reflection’. In this way children can better make sense of their world. It’s in the doing th…
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    Ofsted Inspection Reports for Childminders (Part 1)

    by Helen Edwards on

    What have recent OFSTED reports focused upon? In a two-part article we summarize over fifty childminders' reports from April and May 2010. How does your setting measure up?
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    A Unique Child

    by Martine Horvath on

    What does the EYFS mean by the term "a unique child", and how can we support each child's individual development?
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    Positive Behaviour Management

    by Helen Edwards on

    What do we mean by "good behaviour"? We are often quite clear about the behaviour that we don't want to see in our settings! Can we be proactive about this and plan consistent positive behaviour strategies where all children feel happy and secure and…
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    Aspects of Art: Printing

    by Juliet Mickelburgh on

    We continue our series on Art in the early years with a closer look at printing.
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