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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

Professor Tina Bruce examines the theory behind Froebel’s Occupations, and Jane Dyke reveals how it is being put into practice at her settings

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

In part one of their new series, Professor Tina Bruce explores ‘the Gifts’ and the theory behind them, while Jane Dyke reveals how this is being absorbed into the practice at her group, Yellow Dot Nurseries

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

With the childhood obesity plan found wanting, Dr Lala Manners asks what should be done