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146 articles in this category

    Continuing Juliet Mickelburgh's diary of her daughter Clemmie's learning and development from her first birthday to her second.
    A description of how one setting moved away from topic planning towards a more child-centred approach.
    Farmer MacDonald is getting older and his farm isn't what it used to be. Can he avoid closure after a stern letter from the ministry? Accompanied by a drama plan and tips for a role play area.
    A common perception among the general public is that it is easy to teach young children mathematics. In this article, Professor Anne Cockburn, from the School of Education & Lifelong Learning at the University of East Anglia, discusses some of the p…
    As adults, we tend to think about time in terms of chronology. Time is linear and ordered. The past stretches into the distance in one direction, the future into the other, and the present sits in the middle. We understand that the past can be recent…
    The principle of inclusive education has dominated educational policy for nearly two decades and under the previous Labour administration inclusion was a key policy imperative. It was embedded within the Every Child Matters agenda (HMSO, 2003) and is…
    This is the second of two articles looking at building partnerships with parents. Here we discuss how settings can open up to parents and families to achieve true partnership.
    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…
    Jonathan Glazzard, from the University of Huddersfield, provides a broad overview of the key principles of assessment for learning in the Early Years Foundation Stage. He outlines the purposes of assessment and describes key approaches for collecting…
    A well-referenced article, with resources and activity suggestions for introducing young children to the wider world of global citizenship.
    There's no such thing as bad weather - only inappropriate clothing. Hmmm - not according to Dee Hayday!
    On children's tendency to forgo the social niceties when being sick. The usual Dee Hayday health warning is accompanied by a 'sensitive stomach' alert...
    Dee Hayday celebrates the annual summer holiday - irreverant as always, the usual health warning applies...
    An overview of the differing types of FSU from an experienced early years professional and author, giving pros, cons and issues around the subject.
    Following her first well received first article on Foundation Stage Units, Anne discusses in more depth her experiences and the lessons learned of the set up of her unit.
    Dee's usual impartial, fair minded approach is applied to the question of 'Teachers: What are they for?'. The article carries the usual health warning!
    An overview of the things to be considered when undertaking a risk assessment. Accompanied by two editable forms, one for recording an initial safety inspection and the second a basic form to record the risk assessment
    The perceived need to demonstrate children's development in the Early Years can put pressure on practitioners to move to formal methods of education too quickly. This article explains how learning can be achieved and recorded instead through practica…
    Getting through interviews successfully is all about preparation. This article guides the interviewee through the process, recommending strategies for impressing your interviewer.
    The dangers of keeping pets in early years settings are covered here in another light hearted article by Dee. Animal lovers may like to ensure they're feeling strong before reading this...
    Dee casts a world weary and jaundiced eye at the phenomenon of staff meetings!
    Find out why the EYFS is more like an onion than a tomato...
    How can we ensure that the environments we provide will extend and support children's development and learning?
    What does the EYFS mean by the term "a unique child", and how can we support each child's individual development?
    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?