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With more two-year-olds heading for a school-based setting, Julia Manning-Morton offers some starting points for effectively meeting this age group’s needs

STARTING POINTS Part 1 – Child development: theory and practice

Features

Monday, January 11, 2016

| Nursery World

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

Learning & Development: Froebel - Special songs

Features

Monday, December 14, 2015

| Nursery World

Singing has a long tradition in nurseries, thanks largely to the work of Friedrich Froebel, and the practice is intimate and complex, explain Sacha Powell, Kathy Goouch and Louie Werth

Learning & Development: Communication & Language - On Platform 3

Features

Monday, November 30, 2015

| Nursery World

A pilot online training programme building nursery practitioner confidence with children’s language needs is being extended to childminders. Sue Owen looks at what it offers

Learning & Development: Communication & Language - My Mistake

Features

Monday, November 16, 2015

| Nursery World

When learning a language, children often say things that don’t sound quite right. In the last article in this series, Professor Julian Pine explains why ‘clever mistakes’ are often a sign of progress

Early Years Pioneers - Lev Vygotsky

Features

Monday, November 16, 2015

| Nursery World

He died young, but Russian theorist Vygotsky helped to inform practice in many ways, says Linda Pound

Learning & Development: Self-regulation - A good match?

Features

Monday, November 2, 2015

| Nursery World

A secure and trusting relationship, in the right environment, is key for children to develop internal self-regulation. Megan McClelland and Shauna Tominey explain

Learning & Development: Memory - I remember

Features

Monday, October 5, 2015

| Nursery World

How do children learn and remember information, and what approaches will help them reach their full potential? In an extract from her book on child psychology, Usha Goswami explains.

ICT - for & against: Toddlers, TV and touchscreens

News

Monday, September 21, 2015

| Nursery World

Do ICT and multimedia in the early years have positive potential, or are they a danger to development? Here, two experts make their case.

Learning & Development: Communication & Language - Confused?

Features

Monday, September 21, 2015

| Nursery World

What is it like growing up with two languages, and how does it affect development? Ludovica Serratrice and Samantha Durrant address some common misunderstandings and provide the facts.

Learning & Development: Froebel - A different story?

Features

Monday, July 27, 2015

| Nursery World

Seeing Froebelian principles in action in a township in South Africa gave Early Childhood Studies students Valeria Scacchi and Jennifer Partridge a fresh view on what the philosophy can look like in practice. Here, they share their experiences.

Learning & Development: PSED part 2 - Mind out

Features

Monday, July 27, 2015

| Nursery World

How can practitioners help children to play in a manner that best supports their development? Marion Dowling explains.

Learning & Development: Communication & Language - Up to speed

Features

Monday, June 15, 2015

| Nursery World

A 'language-rich' environment both at home and in the nursery is vital if a child is to progress easily through the many stages of early speech development. In the first of a series on communication and language, Professor Caroline Rowland and Dr Michelle Peter explain why.

Learning & Development: Schemas - A way into a child's world

Features

Monday, June 15, 2015

| Nursery World

New research is challenging our understanding of repeated patterns of action, or schemas. Dr Cath Arnold, consultant at the Pen Green Centre, looks at how we can refine our approach.

Learning & Development: Praise - Good work?

Features

Monday, May 4, 2015

| Nursery World

Praise is generally considered to be a positive thing, but it can actually have a negative effect on how a child perceives their ability to achieve. Caroline Vollans explains.

EYFS Best Practice: All about ... Sensory development

Features

Monday, February 9, 2015

| Nursery World

How children learn from the world around them is influenced by both their external senses, such as taste and touch, and their internal senses of movement and body awareness. Anne O'Connor considers how these senses help to build understanding, when problems might arise, and how practitioners can make sure they are offering suitable environments

Enabling Environments: Risk - Under the surface

Features

Monday, January 26, 2015

| Nursery World

Risk-taking is a key ingredient of healthy development, but its place in practice can still be limited by how it is perceived, says Kathryn Solly.

EYFS Best Practice: A short history of ... Early education

Features

Monday, January 26, 2015

| Nursery World

Consultant Wendy Scott OBE was one of the leading figures within the early years sector to be recognised in the New Years Honours List for services to education. Here, she provides a brief history of nursery education in the UK as a celebration of the principled reflection, determined action and thoughtful provision that has led to innovative early years care and education across the nation and which has been acknowledged worldwide.

Learning & Development: Types of Learning - Under the surface

Features

Monday, December 15, 2014

| Nursery World

For young children to develop into innovative and flexible thinkers, settings must enable 'deep-level learning', explains Jan Dubiel.

A Unique Child: Child Development - All in the mindset

Features

Monday, November 17, 2014

| Nursery World

The work of Carol Dweck tells us that encouraging a particular way of thinking - that talent and intelligence are not 'fixed' - can make all the difference to how children learn. Jan Dubiel explains.

EYFS Best Practice: All about ... neuroscience and the infant brain

Features

Monday, October 20, 2014

| Nursery World

What can we learn from research on early brain development? David Whitebread and Lysandra Sinclaire-Harding debunk some of the 'neuromyths' and misdiagnoses doing the rounds and look at how neuroscience findings might inform practice in early childhood education.