There are concerns that children who spend so much time interacting with screens have lost t real world skills of communicating , planning, discussing and solving problems.
Auditory skills are crucial to the development of literacy in young children. Sue Newman shows how a new training programme is showing parents and teachers how to bring music to every day activities for vulnerable young people.
Early years’ psychologists suggest that children’s self-directed art activities are ‘wasted time’, but Sue Lyle shows how seeing young children as intellectually capable and taking their artistic expression seriously can have a profound impact on their learning experience.
Ofsted is now undermining the positive attributes of the EYFS and needs to be resisted, argues Professors Chris Pascal and Tony Bertram.
Child File - The Graduated Response: making it effective in an early years setting. Part 1
Child File - The Graduated Response: making it effective in an early years setting - Part 2
Dr Rebecca Johnson’s work as a child psychologist convinced her that if parents had space to step back and observe their children, and have some structured guidance to help with reflection, it would allow them to dramatically improve their relationships. She devised an online course to do just that, and its having a big impact.
Children in England are still starting their primary education with considerable differences in their maths skills and those differences continue right through their education. Liz Bayram explores how achieving a strong maths foundation in a child’s early years can make all the difference.
The new early years system is lacking, regressive and unlikely to deliver. Natalie Perera, Head of Research at the Education Policy Institute, exposes the strategy’s major flaws.
Karensa Leith reports on Kinderly - the award-winning early years app for digitally recording early learning journeys and sharing with parents.
Children as young as six can write off maths as a subject they dislike and just can’t do. Louise Matthews writes about an intervention which is designed to recover the subject for these children.
SEND provision in the early years has been in desperate need of reform for a long time. But has the new Code of Practice hit its mark? Maureen Hunt explores the key challenges thrown up by the recent reforms and some of the steps exemplary settings are taking to deal with them.