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For young children to develop into innovative and flexible thinkers, settings must enable 'deep-level learning', explains Jan Dubiel.

History, and the Child Study Movement in particular, can provide some important learning about observation and record keeping. Tina Bruce, Stella Louis and Georgie McCall offer some clarity on the main issues.

Following children's interests sparked a project to build an eco-friendly bird hide at a setting in Liverpool. Marianne Sargent explains.

In an extract from a briefing on including two-year-olds in schools, Julian Grenier and Helen Moylett look at some of the key areas that leaders should consider to ensure they are meeting children's needs.

The work of Carol Dweck tells us that encouraging a particular way of thinking - that talent and intelligence are not 'fixed' - can make all the difference to how children learn. Jan Dubiel explains.

Neurophysical development takes a number of forms in early childhood. In an edited extract from her new book, Anne O'Connor explains what these are, why they matter and how to support them.

Education for Sustainable Development is becoming an essential part of the early years agenda. Professor John Siraj-Blatchford explains its importance and shares some examples of practice

What can we learn from research on early brain development? David Whitebread and Lysandra Sinclaire-Harding debunk some of the 'neuromyths' and misdiagnoses doing the rounds and look at how neuroscience findings might inform practice in early childhood education.

Cowgate Under 5s has opened up its spaces so that children of different age groups can move freely around the setting - with significant benefits. The nursery's June Graham explains why it works.

Positive Steps Nursery has set up a children's council to help plan their activities. Marianne Sargent reports.