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The values nurtured in the early years shape how children approach the wider world later in life. But which values are beneficial and how do we balance different interests? By Marion Dowling
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.
An equal opportunities policy is no longer a statutory obligation, but ensuring that everyone gets a fair chance is central to good practice. Babette Brown and Vicky Hutchin explain how.
The process for identifying and supporting those with special educational needs and disabilities has been given an update. Kay Mathieson considers how the changes will affect practice.
Has the slimlined Understanding the World impacted on teaching and learning? And what can we do to ensure we inspire children's interests and consolidate their knowledge? In the second of a two-part series, Lena Engel considers the aspect The World
Has the slimmed-down Understanding the World impacted on teaching and learning? And what can we do to ensure we inspire children's interests and consolidate their knowledge? Lena Engel writes the first of a two-part series looking at UW and the aspect People and Communities
The ability to control emotional and physical impulses should be developed in the early years to help ensure children embrace learning and grow into self-regulating adults.
By allowing children to take a leading role in the telling of stories, we can support them to think logically and make sense of the world. Nancy Stewart explains.
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