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Is independence something that can be taught? How do early years practitioners approach it with the children's parents? Annette Rawstrone spoke to teachers at a Montessori school.
One nursery combines learning through play with family involvement by making science boxes. Mary Evans finds out what it's all about.
Should nursery workers go along with parents' wishes to keep their child awake all day? Maria Robinson offers advice on sleep needs.
Disorders in physical co-ordination could be avoided by early years practitioners giving children simple exercises, as Mary Evans reports.
Try using resources as suggested by Helen Bilton photo at coombes school, Reading, by Teri Pengilley
The environment we provide for children should meet their needs to a point where they can direct their own play and learning, says Anne O'Connor.
The research and thinking about infant development available to early years practitioners is highlighted by Jools Page and Cathy Nutbrown from the University of Sheffield's School of Education.
In the second of our National Strategies features on the EYFS, senior director Helen Moylett and Janet Ackers, senior adviser, early years, reflect on the importance of listening to parents and carers.
Children may remain emotionally affected long after an accident. Annette Rawstrone hears how.
Nursery staff working with the key person approach may feel overwhelmed at times by their own emotions in the course of their job. Penelope Leach PhD has advice on how to cope.
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