Found 35156 results for "?sort=recent?type=Feature?Tags/Name=Practice|Early Years Curriculum|Child Development|Provision?orderBy=PublishedDate?page=1?pageSize=15"
While the rise in the number of adults being diagnosed with Type 2 diabetes hit the headlines again recently, what is less reported is the sharp rise in recent years of the number of under-fives...
Best practice in the Early Years Foundation Stage will depend on understanding how all the aspects of child's development link together. Maria Robinson sets out a way to approach them.
A round-up of courses on offer this winter and spring to help practitioners keep their knowledge and skills up to date Acorn Early Years Training, the specialist early years division of CJ Associates,...
The recent exchange trip made by Scottish early years practitioners to the headquarters of Westminster Children's Society (News, 22 May) was funded by Glasgow City Council, we have been asked to point...
What can other early years settings learn from the approach of one setting that has developed a curriculum based around core experiences, asks Annette Rawstrone
What is meant by continuous provision, and what does it require of early years practitioners? Anne O'Connor explains the key elements.
Two major research projects commissioned by the Department for Education and Skills are set to show early years workers how they can best support young children's learning and development. <BR>
Karen Hart unpicks Standard 1 of the Early Years Teacher criteria, and offers an insight into how trainees might demonstrate the standard and embed it into their practice.
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