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A month in the life of Harry Tobias

    News
  • Wednesday, August 17, 2005
    • | Nursery World
Harry is very interested in naming items and in stating what is happening around him. He demonstrates a good range of single-word language, mostly nouns. Examples of his new words are 'stone, stick and ball'. His favourite action word is 'gone'. He loves the garden and is keen to use the broom, trying hard to sweep with it. He also enjoys holding the hosepipe to water the grass.

Quote of the week

    News
  • Wednesday, May 12, 2004
    • | Nursery World
'Children, though they may still be wanted by so many, are suddenly out of their price range' Cristina Odone, on a survey that calculated that it costs parents 164,000 to bring up a child, the Observer

Off the peg

    News
  • Wednesday, May 14, 2003
    • | Nursery World
A round-up of books, puzzles and other resources to help you get the most out of your project on clothes. Jigsaws & puzzles

Easy access

    News
  • Monday, May 12, 2003
    • | Nursery World
Some early years settings have found an open-door policy promotes an effective partnership with parents, says Judith Stevens

Children love their creches, but staff leave for more pay

    News
  • Wednesday, May 12, 2004
    • | Nursery World
Playing and books are some of the things young children like best about going to a creche, a survey by Aberdeen City Council has discovered. As part of its city-wide creche service review, the council asked children aged between two and four to draw or write about how they felt when they came to their creche. Out of 37 children surveyed, 34 said they were happy, one felt 'sad'

Childcare workforce 'neglected for years'

    News
  • Wednesday, May 7, 2003
    • | Nursery World
The UK's early years sector and workforce are affected by serious structural problems that are such a 'can of worms' that no British Government, including the present one, wants to confront the issues head-on, a leading early years academic has claimed. In the policy paper Beyond Caring, published last week by the Daycare Trust, Peter Moss, professor of Early Childhood Provision at the University of Lon- don's Institute of Education, argues that successive Governments have neglected the childcare workforce for decades, both in structure and conditions, and that as a result 'there has been little new thinking and no major reforms to produce a workforce for the 21st century'. The result of this, he says, is 'a mouldering can of worms, which no Government really wants to open'.

The number of children in funded pre-school education in Northern Ireland has almost doubled

    News
  • Wednesday, May 7, 2003
    • | Nursery World
The number of children in funded pre-school education in Northern Ireland has almost doubled in the past five years, new statistics show. The school census released by the Department for Education for the year 2002-03 said that 21,076 children were in pre-school provision, with 14,092 in nursery schools or nursery classes in primary schools, 1,180 in reception classes and 5,804 in funded places in playgroups and day nurseries. This compares with 11,116 children in funded pre-school education in 1997-98. There has also been a significant increase in the number of children attending integrated primary and secondary schools, with 15,695 pupils in 2002-03 compared with 8,154 five years ago.

Switch on to ICT

    News
  • Wednesday, May 12, 2004
    • | Nursery World
An introduction to the keyboard As we approach the end of the summer term, many practitioners are beginning to focus on the computer keyboard. All computers have some form of bundled, basic word processor. Next comes the free processors you can download; the best of these is FreeText from Kudlian. This is similar in functionality to WordPad but also allows graphics to be imported and has a spell checker, large friendly tool bar and a word bank. Finally there are the purchased word processors such as Microsoft Word, Textease etc.

Project guide

    News
  • Wednesday, November 20, 2002
    • | Nursery World
This project recognises that: * settings should be constantly resourced and organised in such a way as to offer learning opportunities across all areas of the Foundation Stage curriculum

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