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It is crucial that practitioners understand the sensory, social and emotional factors that could impede a child's development - and how to plan for individual needs. Sue Chambers explains
There are three different levels of confidence, and practitioners have an important role to play in helping these to flourish in children, argue John Hattie and Gregory CR Yates in this edited extract from their new book on the science of learning.
A call to put early childhood development (ECD) at the heart of the United Nations' next global development goals has received cross-party support.
The results for 2012/13 show that overall 52 per cent of children achieved a 'good level of development' at the end of reception.
New research shows that at just one-day old, babies can differentiate between social interactions such as playing 'peekaboo' and non-social movement such as an arm manipulating an object.
A new study has found that children with erratic bedtimes are more likely to be hyperactive and experience emotional difficulties.
Children are arriving at school still in nappies, some do not respond to their own names and cannot speak, reveals a think tank report.
A family of toy mice has been introduced to one London school to support emotional well-being and confidence. Laura Semmens shares her experience.
Observing children's schemas is not only a useful way to shape play - there is evidence that these patterns of behaviour offer guidance to individuals' emotions. Kath Tayler looks at a case study.
Ensuring that babies mature in a positive manner is an important but challenging task, says Bernadette Duffy
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