Jane Waite, a pedagogy specialist and former primary school teacher, explains how we can introduce Computational Thinking to early years learners
How do we know whether normal individual variation and differing speeds of maturation are masking a special need? Sal McKeown reports on an important new study
Stephen Kilgour was Deputy Head at Cherry Garden School for seven years. Here he talks about Cherry Garden Branch Maps which lets children with severe and complex needs demonstrate progress regardless of ability level Tapestry helps staff in a nursery capture and record progress I was early years lead and Deputy Head at Cherry Garden […]
A child’s early education is crucial for later success, but what does that mean? Maureen Hunt shows how play-based learning strategies are developmentally important and transition to formal education should be more gradual.
Michelle Doyle Wildman from Parentkind gives her take on achieving a successful transition by focusing on the parents, as well as the child.
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.
The single most common factor for children who develop resilience is having at least one stable and committed relationship with a supportive parent, caregiver, or other adult. Tony Clifford explains how teachers can use attachment theory to help Looked After Children cope with the stress of their experience.
This report by the Early Intervention Foundation explores the impact of early years childcare and education on children’s outcomes. It focuses particularly on children at risk of falling behind their peers, in terms of key developmental milestones, at an early age.
Lorraine Mackie outlines her findings from the Achieving Early transition project, showing that teachers in early years' settings have a lot of opportunities to open young minds to mathematical thinking. Using play, discovery and mathematical language, small efforts can lead to big rewards.
Communicating with parents of disadvantaged children can be an ongoing challenge. Carolyn Kelly, Deputy Head Teacher shares ways to connect.