One benefit of coronavirus is that mixed-age groups have become a practical reality in some settings. By Annette Rawstrone
What are the main changes in the updated Development Matters guidance, and what is the reasoning behind these revisions? Dr Julian Grenier explains
What is regression in young children, how can they be supported when experiencing it, and when is their behaviour actually something different? Caroline Vollans explains
Can supporting children’s schemas increase their level of involvement in learning activities? Yes, explains Dr Amanda Thomas
What is empathy, how does it develop in the early years, and what can practitioners and parents do to support it? Ruth Thomson explains
Activating the intrinsic motivation of children, rather than using artificial means of persuasion such as stickers, will make them keen learners, says Professor Tina Bruce
When do children start to understand something still exists even though they can’t see or hear it –...
What makes babies and toddlers laugh, and what purpose does this expression of humour serve in their...
An exhibition in south London is showing off children’s photographs of their explorations of the...
How Grove House Nursery School and Children’s Centre in Southall is encouraging children and staff...
How can early years practitioners encourage children to become active helpers, rather than passive...
Redesigning outdoor and indoor spaces to better enable children to access continuous provision has...
A 12-part guide to meeting the emotional and learning needs of the unique child, by Julia Manning-Morton.
This 12-part series by Penny Tassoni, renowned early years expert, author and trainer, offers invaluable advice on all aspects of learning, development and behaviour of two-year-old children.
A three-part series by Marion Dowling explains why PSED is the top priority for supporting children to grow and learn.
A complete guide to supporting young children and their families accessing early learning under the funded places programme.
Ensuring enjoyment, challenge and meaning in children’s mark-making. By Penny Tassoni
With the news that the UK has lost its measles-free status, Katy Morton looks at which vaccinations children require and when
‘Action schemas’ are reflected in young children’s emerging language, explains Dr Cath Arnold, using observations of three children in conversation
Anne-Marie Tassoni and Penny Tassoni explain the purpose of asking questions of children, and what they should entail
What type of expressive language should you expect three- to five-year-olds to be able to use when re-telling a story or event? Anne-Marie Tassoni and Penny Tassoni advise
Anne-Marie Tassoni and Penny Tassoni explain ways to help children aged three to five who struggle to follow instructions or sit quietly during group times
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