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Bureaucracy and misconceptions led to the decline of 'teaching' in the original EYFS. Early years expert Lena Engel explains why it must be restored to its rightful place under the revised framework.
An initiative in Liverpool looking at ICT has taken practitioners into new territory, says project developer Ann Langston of Early Years Matters.
Ensuring that babies mature in a positive manner is an important but challenging task, says Bernadette Duffy
Enabling children to experience joy can help support learning and reduce stress and anxiety.Linda Pound offers some insight into the steps practitioners can take to embrace this approachPhotographs at Lincolnshire Montessori, Guzelian; Clovercourt, Justin Thomas; and Mains Farm, North News.
A lack of consideration for others is seen as the root of many social problems - hence the key role of the early years in developing empathy in children.
The patterns in language, movement and music may not be immediately obvious but learning to recognise them helps children make sense of the world, says Linda Pound.
Observation provides a lens through which to view the child's world, so it needs to remain at the heart of a setting's planning cycle under the revised EYFS if practitioners are to meet the developmental and learning needs of every child, says Ann Langston.
Children using more than one language may have advantages in learning, but practitioners must ensure they can readily access the curriculum, say Tricia Carroll and Anne O'Connor.
Best practice at early years settings that are treating young children as citizens now, with rights, responsibilities and community participation, is highlighted by Pat Gordon-Smith.
The conclusions of the Good Childhood Inquiry's final report are not borne out in early years settings' practice, argues Pat Gordon-Smith.
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