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The tantrums, biting and defiant behaviour often associated with this age group can be managed when you understand the reasons behind it, says Penny Tassoni.

The 'Know How' guide will see you through the progress check at two, says Susan Soar, development officer, National Children's Bureau.

The principles and practice of one of the most influential thinkers on early childhood are outlined by Froebel scholar and early years writer Tina Bruce.

Schemas - patterns of repeated behaviour - are key to how young children learn and early years practitioners must respond to them, says Stella Louis.

Adults should not impose their own preconceptions of what is natural or innocent on children's play, argue Sue Grieshaber and Felicity McArdle.

The role of play in young children's learning is finding new defenders around the world. Ruth Thomson hears some of the latest thinking.

Building on children's use of cues, practitioners can work with them to engender greater playfulness in their learning.

This extract from a new book, 'Play Is What I Do', explains the different aspects of young children's play and activities.

Should childcarers allow aggressive play, and where does the line have to be drawn? Elaine Lee considers the views of various professionals.

Children's physical responses to the frustration and anger they may feel are often misunderstood, and labelling them is counter-productive, says Karen Faux.