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Ongoing failure to care for a child can have devastating results for their whole life. Breaking the cycle of neglect is crucial, says Anne O'Connor.
Going out of the classroom and getting involved in their local environment is the best way for children to become members of society, says Will Coleman.
Practitioners can support children from disrupted backgrounds who have been fostered or adopted with advice from Anne O' Connor, early years consultant and adoptive parent.
Find out about the principles behind the renowned early years centres in Reggio Emilia, Italy, and see how they have inspired practice at settings in the UK with early years consultants Linda Thornton and Pat Brunton (www.alcassociates.co.uk)
Explore the forest school movement in England with a study of local projects and a trip to the country where the movement started, as practitioners reflect on what they have learned.
The process of systematically watching and listening to children and documenting what practitioners see and hear is central to good practice, say Professor Chris Pascal and Professor Tony Bertram.
There are treasure troves that will stimulate open-ended learning - by both children and practitioners. Pat Gordon-Smith describes the possibilities
Early years settings can develop their own practice and expertise in harmony with the Early Years Foundation Stage principles. Julian Grenier explains how.
- EYFS best practice (8)
- Practice (8)
- Enabling environments (5)
- Curriculum (4)
- A unique child (3)
- Activities (3)
- Learning & development (3)
- Observation/assessment/planning (3)
- Provision (3)
- Working with parents (3)
- Child development (2)
- Physical development (2)
- Positive relationships (2)
- Understanding the world (2)
- Communication and language (1)
- Equipment and resources (1)
- Expressive arts and design (1)
- Inclusion (1)
- Literacy (1)
- Mathematics (1)
- Personal/social/emotional development (1)