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Don't throw away any boxes after Christmas, says Mary Barlow. They're the perfect open-ended resource
We have this far-sighted thinker and researcher to thank for strides in early education described by Wendy Scott and Liz de Keller.
If the test itself is wrong, children shouldn't be judged as a failure if they fail the test!
Contrasts between early years provision in different countries can help us reflect on whether education is for teaching children readiness for life, argue David Whitebread and Sue Bingham.
Becoming real-life research scientists for the day sparked children's enthusiasm for enquiring and learning. Lisa Jane Wildey, Early Years Professional and pre-school team leader at University of Sheffield Union of Students' Pre-school, observed the long-lasting effects.
The benefits of providing risky activities to children and keeping their parents on board are explained by Sylvie Gambell and Ben Hasan.
Under the revised EYFS, planning for children's needs undergoes only subtle changes arising from the differences between prime and specific areas, as Ann Langston, director of Early Years Matters consultancy, explains
Don't stop at dolls, but supply all the equipment that babies need in an essential collection of role-play resources, says Nicole Weinstein.
Poetry is for everyone, as leading children's poet Michael Rosen tells Karen Faux, with suggestions for introducing rhyme in an early years setting.
There is no one-size-fits-all when it comes to the learning that children bring with them to start school, say David Whitebread and Sue Bingham Photographs by Justin Thomas at Homerton Children's centre, Cambridge.
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