‘Self-regulation’ has become a hot topic, appearing in materials and publications from both the DfE and Ofsted and it will be in n of the EYFS statutory framework due to come into force from September 2021. Sue Cowley draws from her new book to explore the learning behaviours required
How do we know whether normal individual ariation and differing speeds of maturation are masking a special need? Sal McKeown reports on an important new study
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.
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.
This guidance report from the Education Endowment Foundation (EEF) reviews the best available research to offer early years professionals practical “do’s and don’ts” to make sure all children start school with the foundations they need to read and write well.
This report by charity, Adoption UK, warns that many adopted children, who have often had traumatic early years, are struggling to cope emotionally at school and are failing academically as a result.
Child File - The Graduated Response: making it effective in an early years setting. Part 1
Maureen Hunt explains why movement is so essential for young children's learning.
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.