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What can settings do to protect their children from increasing air pollution, asks Charlotte Goddard

New research shows that when used in the best way, teaching assistants can have a positive impact on children’s learning and their transition to school, as Marion Dowling explains

With ‘blended families’ on the increase, early years practitioners need to be in tune with the feelings of the children affected, and aware of their obligations to both parents, writes Annette Rawstrone

How Emmi Pikler’s approach to care-giving for the under-threes can be incorporated into modern best practice at settings and at home. By Dorothy Marlen

When parents split up, practitioners can be pivotal in helping children feel secure and understand the situation. Annette Rawstrone explains what staff can do to help both children and parents

Arguing that much of current assessment misses the point of the early years, Dr Julian Grenier sets out the key aims of the Celebrating Children’s Learning project and how it can improve practice

Noticing what a baby is attending to, and then talking to them about it, boosts language development. By Dr Danielle Matthews, Dr Michelle McGillion and Professor Julian Pine

Why is touch so important for babies and young children? Because it is linked to healthy physical and emotional development, Anne O’Connor explains

Trust and respect – both between children and practitioners, and parents and practitioners – are central to effective early years practice and pedagogy, explains Kathryn Solly

How a network in a deprived area of London is helping to raise standards. By Dr Julian Grenier