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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

Paul Ramchandani tells Annette Rawstrone about Cambridge University’s early years research and launch of the PEDAL Hub

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

Even the youngest children role play, but the activity takes on whole new meanings and imaginative potential with Reception pupils, explains Charlotte Goddard

Anne-Marie Tassoni and Penny Tassoni explain what can be done to help children with English as an additional language

Digital technology in early years settings divides commentators, but the strength of opinion backs children using it in creative ways, finds Annette Rawstrone

Stories are especially important in the early years, explains Mary Medlicott, who offers advice on how to be an effective storyteller to groups of young children

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