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There are three different levels of confidence, and practitioners have an important role to play in helping these to flourish in children, argue John Hattie and Gregory CR Yates in this edited extract from their new book on the science of learning.
With Development Matters removed from both the Department for Education's website and the Ofsted inspectors' guidance, Lena Engel examines its history and asks what the implications are for practice.
New materials offer guidance for those working with diverse and disadvantaged toddlers. Helen Sutherland and Jan Styman explain.
Working in partnership with parents is vital for responding effectively to children's needs. Sue Chambers offers guidance on building relations .
With under-fives missing some of the basic health standards, Gabriella Jozwiak takes a look at what is being done to improve nutrition in the early years.
If a child overreacts to tactile experiences it may be down to sensory processing, says Anne O'Connor.
Making authentic links between reading and talking has been helping early years practitioners and teachers to develop children's communication, language and literacy. Di Chilvers explains.
In the second of a two-part series on developing fine motor control, Nicole Weinstein looks at resources for children aged three to five years.
In the first of a series on the Progress Check at Age Two, Sue Chambers looks at what you need to know now and what to expect in the future
Three nursery providers tell Meredith Jones Russell how providing free places for two-year-olds is proving to be an exciting journey with many benefits.
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