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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.

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.

Ferre Laevers' Process-Oriented Monitoring System builds on his 'well-being' and 'involvement' scales to create a highly sensitive form of assessment. Jan Dubiel takes a look at how it works.

It is only right that early years educators are accountable, but how do you measure performance and learning? Jan Dubiel explains how one project is helping practitioners to assess progress.

An early years sports coach reveals how he has used the World Cup to improve planning for physical development. Lala Manners reports.

What impact do male practitioners have on the design and delivery of Physical Development? Dr Lala Manners shares the findings from a series of interviews with early years practitioners.

ICT can help to gather rounded evidence of learning in the Early Years Foundation Stage and improve practice, says Adrian Hickman.

Whatever new criteria are given to us, assessment remains an essential expression of our values as practitioners and defines how we support children as learners, argues Jan Dubiel of Early Excellence.

In this case study, Sue Chambers focuses on assessing physical development for the Progress Check at Age Two, and deals with difficult conversations that may form part of some evaluations.

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