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Early years practitioners need to see learning – particularly in mathematics – not as abstract and ‘disembodied’ but as inherently concrete and ‘embodied’. Dr Jennifer S Thom explains why

Action research might sound like the last thing that time-pressed practitioners will want to do, but it is a really useful tool to demonstrate the improving quality of your practice, finds Dr Kay Mathieson

How does the ability to form and retrieve memories develop in children, why is it important to early learning, and how can adults help to stimulate it? Anne O’Connor reports

What children’s rights are legally, and how they should be promoted. By Professor Priscilla Alderson

Exposure to stress and abuse as a child directly affects how that child will go on to parent their own children, explains psychotherapist Robin Balbernie

In the final part of this series, Professor Tina Bruce and Jane Dyke explore Froebel’s ideas about encouraging self-discipline

What can settings do to protect their children from increasing air pollution, asks Charlotte Goddard

The importance of family and genuine links to the community and beyond. By Professor Tina Bruce and Yellow Dot’s Jane Dyke

New research shows that when used in the best way, teaching assistants can have a positive impact on children’s learning and their transition to school, as Marion Dowling explains

With ‘blended families’ on the increase, early years practitioners need to be in tune with the feelings of the children affected, and aware of their obligations to both parents, writes Annette Rawstrone