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Dialogic reading, where the child is prompted to be the teller of the story, has been a success at LEYF, explains June O’Sullivan

Anne-Marie Tassoni and Penny Tassoni explain the purpose of asking questions of children, and what they should entail

‘Maths mastery’ is gaining traction as the preferred educational approach in schools, but is it appropriate for the youngest children, asks Charlotte Goddard

Fine motor skills are apparently declining in school-leavers, so instilling them in the early years is vital, says Caroline Vollans

Penny Tassoni has ideas for sharing a book full of surprises.

Museum visits with parents as ‘co-researchers’ brought about meaningful connections with two-year-olds, explain Dr Christina MacRae and members of the Martenscroft Nursery School and Children’s Centre research collective

Why does rough and tumble play benefit children and how can practitioners enable it in a positive and safe way? Meredith Jones Russell reports

What type of expressive language should you expect three- to five-year-olds to be able to use when re-telling a story or event? Anne-Marie Tassoni and Penny Tassoni advise

Anne-Marie Tassoni and Penny Tassoni explain ways to help children aged three to five who struggle to follow instructions or sit quietly during group times

Understanding children’s schemas, or ‘patterns of behaviour and thinking’, enables practitioners to support them as they use them to deepen their learning, explain Professor Tina Bruce CBE, Dr Stella Louis and Dr Carole Bloch