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We have this far-sighted thinker and researcher to thank for strides in early education described by Wendy Scott and Liz de Keller.
Contrasts between early years provision in different countries can help us reflect on whether education is for teaching children readiness for life, argue David Whitebread and Sue Bingham.
Becoming real-life research scientists for the day sparked children's enthusiasm for enquiring and learning. Lisa Jane Wildey, Early Years Professional and pre-school team leader at University of Sheffield Union of Students' Pre-school, observed the long-lasting effects.
Under the revised EYFS, planning for children's needs undergoes only subtle changes arising from the differences between prime and specific areas, as Ann Langston, director of Early Years Matters consultancy, explains
The lasting effects of loving interactions between babies and their parents and early years practitioners are borne out in a project explained by Veronica Lawrence and Claire Stevenson.
Poetry is for everyone, as leading children's poet Michael Rosen tells Karen Faux, with suggestions for introducing rhyme in an early years setting.
There is no one-size-fits-all when it comes to the learning that children bring with them to start school, say David Whitebread and Sue Bingham Photographs by Justin Thomas at Homerton Children's centre, Cambridge.
Listening to four- and fourteen-year-olds is shedding light on children's early learning experiences, as Dr Jacqui Cousins explains in this extended version of the article in the latest issue of Nursery World
The feelings of children about their early years learning experiences have been captured in new research by Jacqui Cousins.
The approach to formative and summative assessments is not obviously different under the revised Early Years Foundation Stage. However, practitioners will need to be alert to subtle but significant changes and prepare accordingly, advises Ann Langston.
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