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Fine motor and touch development: Make contact

    News
  • Tuesday, April 1, 2003
    • | Nursery World
Touching and grasping not only tell children about textures; it is also how they explore the consequences of their actions, and learn about their own abilities for reaching and holding. Jennie Lindon explains the significance of such motions

Figures of speech

    News
  • Wednesday, May 8, 2002
    • | Nursery World
Close observation of children involved with small-world play can provide a wealth of opportunities to develop their oracy and language skills, writes Anne O'Connor Watch a child playing with small-world toys and it is likely you will hear talk of one kind or another. A very young or inexperienced child may appear to be 'babbling' - making noises as they move the farm animals around. Perhaps you will hear words and phrases as dinosaurs are made to march along in a line. You may hear complex dialogue between a parent and baby as the child is put to sleep in its cot in the doll's house. Or you may chance upon an elaborate retelling of 'The Three Bears', while plastic 'sorting'

Men at work

    News
  • Wednesday, May 8, 2002
    • | Nursery World
What can managers do to integrate men into the nursery workforce? Mary Evans offers solutions When men choose to work in childcare, where they are outnumbered 99-1 by women, they are hailed as good role models for the children. But are their female colleagues as welcoming and helpful as they should be to this minority group?

Doctor in the house

    News
  • Wednesday, September 19, 2001
    • | Nursery World
A hospital role play corner sent children off on more learning routes than staff ever anticipated, says Maureen Baker of Children's House Nursery School, Edinburgh We've all been amazed at the breadth of learning gained from setting up a hospital corner in the nursery. It all started when one of our children was admitted to hospital for a short operation. When he returned to nursery he was happy to share his experiences with the other children. They were so interested that the staff set up a basic hospital corner with a bed, some role play outfits and a doctor's bag.

Nannies are not childminders

    News
  • Wednesday, May 8, 2002
    • | Nursery World
I am a qualified nanny and have worked as a nanny for the past 11 years. I do not want to register as a childminder, despite what the Government has said in its proposals to introduce nationally a new category of 'home childcarers' to allow childminders to look after children in the child's home (News, 25 April). I went to college for two years to train to become a qualified nursery nurse, not for a few weeks to become a childminder. Nannies and childminders cannot be classified as being the same.

Nursery nurses carry a fuller load

    News
  • Wednesday, September 19, 2001
    • | Nursery World
In response to Tracey Knight's letter (30 August) about a nursery nurse's salary and responsibilities, I take great offence at her implication that nursery nurses do not have any responsibility for curriculum planning or children's welfare. Has she not realised that nursery nursing has moved on? Our job now incorporates care and education, which means we plan and deliver a quality curriculum. To ensure our curriculum is balanced, we also carry out regular observations to help us in our assessment of every child's needs. These findings are recorded and reported to parents and outside agencies who may be involved with the child as well as with the teachers of the primary schools which they will attend.

Give us credit

    News
  • Wednesday, May 8, 2002
    • | Nursery World
I am a qualified nursery nurse, working as both a teaching assistant and nursery nurse in a primary school. I studied for two years to obtain my qualification and my training included 13 visits to my placement by my college assessor, where I set up and implemented lessons, then incorporated their outcome in future planning. Eighty per cent of my child observations were marked as distinctions. In my existing job, I am involved in all areas of the teacher's job, including planning, attending parent consultations, contributing to individual education plans and so on.

DCE is NNEB, OK?

    News
  • Wednesday, May 8, 2002
    • | Nursery World
I am in my second year of studying the Diploma in Childcare and Education but have encountered a problem - employers don't recognise the qualification. On the many occasions I have had to explain about the Diploma, people say, 'It's a shame you're not doing the NNEB, it's a good qualification.' The Diploma has replaced the NNEB and is worth three A-levels. It is also a higher qualification than the NNEB, but it does not appear to be recognised as such, if at all.

Partnership salute

    News
  • Wednesday, May 8, 2002
    • | Nursery World
I felt compelled to write in response to the feature about Early Years Development and Childcare Partnerships ('Fingers and thumbs?', 18 April). As the owner and manager of a private day nursery for the past 15 years, I have seen a lot of changes and would like to say that my local EYDCP, the Telford and Wrekin Early Years Partnership, has made a real difference to both the quality and quantity of early years provision in our area, through staff training and by supporting providers of early years provision in this area.

Second annual Scottish Education awards

    News
  • Wednesday, March 26, 2003
    • | Nursery World
The second annual Scottish Education awards have honoured Inchyra Nursery School in Grangemouth, Falkirk, and Kirkhill Nursery at Kirkhill Primary School in Aberdeen. Inchyra was a runner-up in the 'New Ideas in Learning' category, while Kirkhill Nursery was a runner-up for 'Raising Basic Standards'. Presenting the awards this month, First Minister Jack McConnell said, 'I want every school in Scotland to be a centre of excellence. The achievements I have heard about today show that, with commitment and hard work, this can happen.'

Nursery activities

    News
  • Wednesday, March 26, 2003
    • | Nursery World
Develop children's language skills by setting up a talk table, as Lucia Battiste suggests Planned learning intentions

All inclusive

    News
  • Wednesday, September 19, 2001
    • | Nursery World
A topic on light and dark can have special meaning for children with special needs provided it is planned in such a way as to include everyone, particularly children with impaired vision, who may have differing perceptions and experiences of light and dark. Practitioners should, therefore, ensure that these children can contribute to discussions and participate in activities in ways that are appropriate to them.

Cave dwellers

    Other
  • Monday, February 9, 2015
    • | Nursery World
The 'dragonflies' at Young Sussex Nursery have been busy painting a'dinosaur cave'.

Wales to teach less formally

    News
  • Wednesday, September 12, 2001
    • | Nursery World
Plans for a new foundation stage for three-to seven-year-olds in Wales which mark a shift away from a formal curriculum towards an emphasis on learning through play have been revealed by the Welsh Assembly. The proposals were published in a policy document, Wales: The Learning Country, last week. It was described by Jane Davidson, minister for education and lifelong learning, as 'the first comprehensive strategic statement on education and learning in Wales covering the whole age range from early years to adulthood'.

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