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The role of the practitioner in children's problem solving is to pose challenges and prompt them with occasional questions and suggestions, but not provide the answers for them, says Margaret Martin.
Children's physical responses to the frustration and anger they may feel are often misunderstood, and labelling them is counter-productive, says Karen Faux.
Having a digital camera to hand puts children at the centre of the picture, whether on screen or in a print display in the classroom, says Harriet Price.
The experiences young children have with their carers can shape the development of their brains and influence the sort of people they become, says Maria Robinson.
Give children a sense of privacy and quiet to help them enjoy the time they spend in your setting's book area.
To an infant, moving into group care from the familiar relationships of home can be like arriving in a foreign country. But a practitioner's thoughtful, personal interactions can bridge the gap, says Rod Parker-Rees
Staging their own shows brought out the best in children whether performing, accompanying or observing, for a project described by their nursery manager Cheryl Cusack.
Walking round the garden, Like a teddy bear, One step, Two steps, Tickly under there! It's really important to introduce rhymes and finger play to very young children. This simple...
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