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'I am a Unique Child. I am Two. What I can do' is a Wokingham-wide assessment tool developed in response to settings' anxieties over the Progress Check at Two. The success of the new resources lie in...
Thoughtful practitioners will identify what may be preventing children from doing their best, as Chris Dukes and Maggie Smith demonstrate.
The research and thinking about infant development available to early years practitioners is highlighted by Jools Page and Cathy Nutbrown from the University of Sheffield's School of Education.
Ways that nurseries can identify and promote children's readiness for reading are highlighted in studies considered by Kyra Karmiloff and Annette Karmiloff-Smith.
Early years practitioners have a vital role to play in developing healthy sleeping habits for the babies and young children in their care. Jackie Hardie explains her nursery’s approach
More children are now growing up multilingual. Kyra Karmiloff and Annette Karmiloff-Smith examine the latest research on how this affects development.
Part one of our new 12-part collectible series on child development looks at meeting the emotional and learning needs of the unique child. By Julia Manning-Morton
Meeting the emotional and learning needs of the unique child.
Families with disabled children have long struggled for access to support and inclusive services, but that should soon change under a new policy outlined by Kelly Hunt and Neil de Reybekill.
Children at two are not 'ready' for reading, says Sally Goddard Blythe. They don't have the physical equipment for learning formal skills.