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Celebrating diversity

13 April 2006

New citizens from the cultures of Eastern Europe People whose origins lie outside Europe are not the only ones whose culture differs significantly from that of white Britain. If one...

Give me five!

13 April 2006

Children and adults alike know and love nursery rhymes, but what's the best way to use them for learning opportunities across the curriculum? Judith Stevens offers ideas Children love rhyme...

Reader offer

13 April 2006

We have ten copies of 'Keeping the Beat - Nursery Rhymes for Today's Children' (Keeping the Beat, £10) to give away to Nursery World readers. The CD features traditional rhymes...

Express yourself

13 April 2006

Playing with sand allows children to work through anger or fear without having to talk about it, says Jackie Cosh, describing a novel therapy gaining ground in the UK A...

Start to finish

13 April 2006

A new report outlines Government goals for the ten-year childcare strategy and plans for its implementation The vision

It's all relative

13 April 2006

In our series on building a book collection around a particular theme, Judith Stevens turns to the family - and the young reader at its centre When using themes as...

Nursery school route to centres

13 April 2006

By Pauline Trudell, support headteacher to The Forum for Maintained Nursery Schools and Children's Centres If education is driven out of the children's centre programme, then the Government's intention to...

Why we must say no

13 April 2006

Letter of the week wins £30 worth of children's books How right Linda Pound is when she states that the time has come to say 'enuf is enuf' and stop...

Progress in reverse

13 April 2006

It's a crazy world! * After more than 80 years in the wilderness, 'personalised learning' has become fashionable - not for our three- to five- year-olds, as those nursery pioneers...

Tips from Montessori

13 April 2006

As a Montessori directress I introduce the alphabet phonetically and then start forming consonant-vowel-consonant words, for example 'hat'. We then proceed on to more complex phonetic words, for example 'frog'...

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