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146 articles in this category

    What's Critical About Critical Thinking?

    by Joy Chalke on

    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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    Becoming a Nursery of Sanctuary: reflecting on an ongoing journey

    by Sarah Ottewell on

    Sarah Ottewell describes her setting's journey to becoming a Nursery of Sanctuary. 
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    Welcoming new families and their babies to your setting

    by FSF Rebecca on

    Rebecca Swindells is owner and manager of Blue Door Nursery. Here she explains how staff at Blue Door put themselves in the families’ shoes as they welcome new babies to their setting.
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    You are more than “just a teacher”

    by Sara Bonetti on

    Practitioners do excellent work that goes unnoticed, leading many to feel disconnected and retreat in their field or even their classroom. So, then, many convince themselves that they are “just teachers”. When you are in the classroom, aren’t …
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    Inclusive picture books for children with additional needs: close but …

    by Stephen Kilgour on

    Our SEND Advisor and Outreach Teacher, Stephen Kilgour, was invited to take part in a panel to select books for children with additional needs for the wonderful BookTrust. The experience prompted him to think further about how publishers could make…
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    Reducing Educational Disadvantage

    by Penny Tassoni on

    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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    Attachment Theory and the Key Person Approach

    by Juliet Mickelburgh on

    The Key Person Approach is now a fundamental part of developing secure relationships between staff and children in early years settings. Why is it so important and what is the theory behind it?
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    Fundamental British Values- what do they mean in the early years setti…

    by Ruksana Mohammed on

    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

    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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    The Power of Positive Words in Anti-Racism Education for Young Childre…

    by Dr Lucretia Carter Berry on

    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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    TEC2 Table Top Discussion ‘Reflective Practice and Approaching New Pol…

    by Ben Case on

    At our second Tapestry Education Conference (TEC 2) in November 2019 we held three table-top discussions led by members of the Early Years community. The theme was Reflecting on Curriculum Changes and we were joined by colleagues from the Tapestry …
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    TEC 2 Workshop - The Pursuit of Happiness: Supporting and Sustaining P…

    by FSF Olaya on

    As part of our second Tapestry Education Conference (TEC 2) held in November 2019, we hosted three table-top discussions. We were joined by members of the Tapestry team to record each discussion. Here, Tapestry’s Olaya introduces us to the workshop…
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    TEC1 workshop on Intent, Implementation and Impact

    by FSF Lauren on

    As part of our first Tapestry Education Conference (TEC 1) in July 2019 we held three table-top discussions led by members of the Early Years community. The theme was Reflective Practice and we were joined by colleagues from the Tapestry team to sc…
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    TEC1 workshop reflecting on promoting positive behaviour

    by FSF Emily on

    As part of our first Tapestry Education Conference (TEC 1) held in July 2019, we hosted three table-top discussions with a focus on Reflective practice. We were joined by members of the Tapestry team to record each discussion. Tapestry's Emily atte…
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    Exploring practitioners' understanding of quality

    by Michelle Cottle on

    Michelle Cottle is a senior lecturer in early childhood studies at the University of Roehampton. Her article discusses some of the issues that may shape early years practitioners’ understandings of ‘quality’ within the context of their particular se…
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    Child Development: fact or fiction?

    by Rory McDowall Clark on

    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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    Using "The Dog Who Could Dig", by Jonathan Long and Korky Paul, as a …

    by Juliet Mickelburgh on

    This is a great book for looking at things under the ground. The children's interests might take you down a number of different avenues - buried treasure, tunnels, animals that burrow or people who work underground. The story lends itself to lots of …
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    The Multi-sensory Approach

    by Juliet Mickelburgh on

    This is the third in a series of articles examining current research into the way children learn and how this can be applied in the early years setting. The multi-sensory model links long-held beliefs about learning with the everyday experiences of y…
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    Donald Winnicott's Theories of Child Development: Their Relevance to B…

    by Juliet Mickelburgh on

    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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    The Fish Who Could Wish: using a storybook for activities

    by Martine Horvath on

    Martine Horvath suggests some lively activities based around the very popular storybook.
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    Brain-based Learning

    by Juliet Mickelburgh on

    This is the second in a series of articles looking at recent research into how young children learn. Here we examine how a better understanding of brain development can enrich early years practice.
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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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    Ofsted Inspection Reports for Childminders (Part 2)

    by Helen Edwards on

    A selection of Ofsted inspectors' judgements on the quality and standards of childminders' early years provision and outcomes for children.
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    EYFS Survey

    by Stephen Edwards on

    The FSF asked members (and visitors) to fill out a questionnaire on the EYFS in the autumn of 2010. This is a summary and the raw results of that survey.
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    Assessment, Progression and Attainment in the EYFS

    by Kate Cahill on

    Life on the Foundation Stage Forum takes on its own seasonal phases and autumn is no exception. As the new academic year commences there are always queries, particularly from school-based practitioners, on how to gather and interpret the progress dat…
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