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In the first of our new National Strategies features on the EYFS, Ann Langston, Jonathan Doherty and Teresa Todd take a look at attachment and the role of the key person in a child's development.
Now's the time to go out on a leaf hunt and discover how many areas for learning they can lead you to. Try starting with these ideas from Carole Skinner, Fran Mosley and Sheila Ebbutt.
Ideas for engaging with children from birth to 12 months using sounds and movement are suggested by Alice Sharp.
Adults' facial expressions have a strong impact on very young children learning about social relationships. Anne O'Connor explains social referencing and why early years workers need to understand it.
Well-meaning early years settings may provide dolls like disabled children for the sake of inclusive practice, but it could end up doing more harm than good, as Mary Evans hears from the experts.
UK practitioners can learn much from the nurseries of San Miniato, a close neighbour and rival in excellence to Reggio Emilia, say Keir Bloomer and Bronwen Cohen, authors of a new book on the area.
All early years settings need to do it, but how carefully is their practice considered and organised? Liz Dolan looks at helping children sleep.
Adopting a key person approach requires careful preparation and organisation by the staff team in any setting, as well as reviewing practice once they have started using it, writes Anne O'Connor.
Factors for practitioners to bear in mind when children move up to reception are explained by Lynn Beckett and Dr Neil de Reybekill.
Having a dog on the staff team provides an added attraction for children at one nursery learning about its owner's disability. Annette Rawstrone reports.
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