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Assessment of PD: something isn't adding up

How can 86 per cent of children achieve an ‘expected’ level for PD in the EYFS Profile when 90 per cent have woeful levels of physical activity, asks Dr Lala Manners, director, Active Matters

Let's not lose our European links

The vote to leave the European Union jarred with both my personal and professional beliefs about the importance to early years of Britain being part of Europe, writes Verity Campbell-Barr.

Feel the warm embrace of hygge

The Danish concept of hygge encompasses a sense of wellbeing and awareness based on the simple things in life. Author Kimberly Smith explains how she discovered its value and translated it into early years practice.

The dangerous schoolification agenda

The Ofsted report Bold Beginnings reveals an ignorance of how children learn and marks another step towards the schoolification of Reception Year (YR), says early years consultant Tamsin Grimmer

EYFS guidance - Better together

The revised Development Matters has strengths and weaknesses, and continued discussion is needed, write Prof Kathy Sylva, Prof Iram Siraj and Dr Sandra Mathers

Don't let assessment drive the curriculum

Getting the right balance between assessment and curriculum in the EYFS is tricky - but who said it was going to be easy? Dr Julian Grenier and Lydia Cuddy-Gibbs, head of early years at Ark, give their views

The state of care in challenging times

We all deserve to live and grow in a world where we can experience kindness and wise care - especially now, says Kathy Goouch, emeritus professor at Canterbury Christ Church University

Are we nearly there yet?

Nancy Stewart and Janet Moyles give a perspective from 40 years of TACTYC: Association for Professional Development in Early Years

When education cares

Young children do not separate 'care' from 'learning' and neither should we, says Professor Cathy Nutbrown

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