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Professor Julie Fisher is inviting Reception and KS1 teachers to fill in a brief survey about children's experiences of moving to KS1 to inform a new edition of her influential book.

How can settings ensure that boys and girls are given equal and unbiased opportunity to take part in all activities? Caroline Vollans reports on the Gender Action approach

Why do some children have imaginary friends, when do they have them and what purpose do they perform, asks Meredith Jones Russell

Removing toys from a nursery school in Bristol for a month resulted in the two-year-olds not wanting them back. Nicole Weinstein reports

In an edited extract from her new book, Building a Resilient Workforce in the Early Years, Helen Garnett explains what resilience is and how staff can achieve it

When it comes to risk-taking and resilience, Japan’s settings get the most out of adults and the outdoors, finds Julie Mountain

It's been a long time since those in the early years sector could patronisingly be dismissed as 'nice ladies who love children' (Stonehouse, 1989). Nowadays we recognise the crucial...

Satisfying energetic children, from mini-parkour to watering the plants. By Julie Mountain

Best practice for keeping hydrated

A study in Australia has shown the benefits of evidence-based training for children and staff. By Professor Iram Siraj and Dr Denise Kingston

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