Care routines are crucial literacy opportunities and ought not to be perceived as rushed and necessary… it is critical that we carefully consider (and perhaps reconsider in some instances) how these essential care routines are represented as respectful, ethical, and meaningful learning experiences.
Read the article
In my experience, the word ‘inclusion’ in education has historically been linked to the way that settings or schools endeavour to cater for children with learning differences or disabilities. Conversations might centre around the fact that a particular nursery is inclusive because it always tries to accept children with additional support needs…
Read the article
One concern frequently raised by practitioners in schools and settings is that a child does not wait for her or his turn, whether with a formal game or informal resource sharing. This usually involves grabbing or dominating, often with the breakdown of play, heightened emotions…
Read the article
One of the most significant changes to the Early Years Foundation Stage in last year’s revision was the increased focus on the professionalism of the workforce. Going along with this, the revised guidance from the Department for Education sets out…
Read the article
Wouldn’t it be fantastic if individuals’ later memories of the best times in their childhood featured us, their adult Early Years teachers, because we enabled them to feel emotionally secure, we trusted them with autonomy, choice and independence, we gave them…
Read the article