Early Years Update looks at the National Healthy Schools Programme and the key issues it aims to address
Discover how to manage the dynamics of a balanced and well-organised childcare team
Crispin Andrews looks at how staff at two children’s centres are reaping the benefits of information communication technology
Early years practitioners have used ICT to support young children’s learning in diverse ways, writes Julie Steer
Early Years Update provides a range of ideas to underpin the information in the Early Years Foundation Stage Principles into Practice cards. Here we focus on the importance of inclusion
Early Years Update looks at the opportunities available for practitioners to gain Early Years Professional Status
The Children’s Plan was launched by Ed Balls in December 2007, but what are the government’s objectives for this initiative?
In the first of new series on managing people, Early Years Update looks at the distinction between leadership and management
Angela Youngman looks at some innovative ideas to get children moving
Anne Humble describes the benefits to be gained for nursery schools from participating in the Eco-Schools scheme
Jan White provides a range of practical ideas for creating enabling outdoor environments that support young children’s health, wellbeing, development and learning
Jan White, consultant in outdoor play in the early years, looks at implications of the EYFS for the development of outdoor environments for young children
Early Years Update provides a range of ideas to underpin the information provided in the Early Years Foundation Stage Principles into Practice cards. Here we focus on development and learning
Julie Leoni, emotional literacy coordinator at the Marches School in Shropshire, reflects on the need for teachers to take risks if they are to encourage creative risk-taking in their students
Valsa Koshy explores the issues surrounding the identification of, and provision for, our youngest gifted and talented children
Helen Wheeler describes how the PEAL training programme helped practitioners to develop parents’ involvement in their children’s learning
Early Years Update looks at ways of making transitions an enjoyable and exciting experience for children and parents
In this final article in our series on marketing and promotion Early Years Update looks at planning and running a marketing campaign
Steve Mynard, editor of Primary Headship, considers the practicalities of helping young children to develop higher-order questioning skills
A headteacher was fined £12,500 after a boy died at school. What does this mean for educators? Hazel Padmore investigates
David Storrie describes a course on learning outside the classroom that has allowed teachers to critically examine their school grounds
Teaching abroad is no longer seen as a sideways move that could harm career progression. Steve Caulfield of the Alice Smith School, Kuala Lumpar, describes some of the opportunities
We tend to take questioning skills for granted; they certainly seem to develop quite readily in young children. Steve Mynard, editor of Primary Headship, explores the reasons why we might choose to guide our children towards higher-level questioning skills
Elizabeth Jarman looks at the impact of the physical learning environment on young children’s speaking and listening skills
Early Years Update looks at the principles, process and purpose of assessment in the early years
The importance of producing accurate and attractive promotional material about your school or setting
Some people think that children under five are too young to express opinions, but Sara Bryson and her colleagues found ways of ensuring that babies and children were at the heart of the decision-making process
Katrina Foley describes how young children’s independence and self-management skills can be promoted in an environment which celebrates risk, challenge and empowerment
Early Years Update looks at the importance of environmental wellbeing in supporting the five outcomes of Every Child Matters
In this third article on marketing and promotion, Early Years Update looks at creating a range of promotional material to make potential customers aware of the services you provide
Patricia Lee explains how supporting children’s musical creativity can contribute to their sense of self-worth and emotional wellbeing
Aisha Ashante of Langtry Children’s Centre describes the thinking behind the centre’s approach to quality provision for young children
Juliet Neil-Hall discusses the importantance of attachment and meeting the emotional needs of young children and their parents
In this second article on marketing and promotion, Early Years Update, looks at how to use market research to find out more about the customers who use your services
Early Years Update highlights the key management issues contained in the EYFS Statutory Framework
The steering group of the NQIN has produced a set of overarching principles designed to guide the future development of quality improvement processes and quality assurance schemes
Linda Bartholomew and Cathy Kennedy describe their initiative to capitalise on the links which health visitors can create between early years providers and families
Franz Atkinson describes a whole-school approach adopted by a small rural primary school
Jenni Clarke discusses the important role early years practitioners can play in helping young children to develop good eating habits
In the first part of a series on marketing, Early Years Update looks at the vital area of creating an ‘image’ as part of marketing and promoting your organisation
Early Years Update provides a guided tour of the documents in the new EYFS package
Many of your teachers will not be science specialists. Angela Youngman has been looking at innovative approaches to the teaching of science that help encourage children’s inquisitiveness
All primary schools must have a disability equality scheme in place by December 2007. Margaret Collins offers some practical suggestions to help you meet the challenge
Joanne MacDonald describes an innovative approach to drugs education for young children
Looking at the benefits and challenges of different models for providing childcare and early education service in children’s centres and extended schools
New research evaluates how effectively Sure Start programmes help children with special needs and disabilities
Linda Thornton and Pat Brunton explore ways to use the children’s curiosity about their world to become self-motivated, independent learners.
Do you always know what messages your parents are taking away with them? Carole Farrar examines some of the messages that you may be giving out.
Patricia Lee explores practical ways for you to introduce children to musical concepts and elements.
Maggie Parker-Heys urges practitioners to appreciate the skills required to form even the simplest letters.
Psychologist Sylvia Clare discusses the importance of physical touch in helping children and young people reconnect to learning.
A Case Study: Anita Brown, Deputy Headteacher, Ponteland Community High School, Northumberland.
G&T coordinator Jo Smith explains how to get the most out of working with parents.
Reticence to engage with parents on the part of schools can be deep-seated. Teachers may not be aware of the benefits that parents can bring to the learning experience and the students may not realise that they will benefit too. Julie McGrane looks at how parental engagement can be initiated and how schools can find the forms of engagement that work best.
Sally Eaton begins a three-part series designed to support managers and leaders who are considering providing some in-house training for their staff.
Marianne Clarkson looks at the life and work of Maria Montessori.
Taking on an old building is a commitment that can pay dividends, says Angela Youngman.
Carole Farrar highlights how you can make the most of formal communications with parents.
An effective professional development system is essential for your setting. Steve Mynard explains how to set one up.
How can you handle children’s surprise at a new classmate’s disfigurement in a way that is positive for everybody? Jane Frances of Changing Faces offers some practical ideas.
The Early Support programme seeks to improve the quality, consistency and coordination of services for young disabled children and their families. A new report examines its effectiveness.
Joanne Haine, foundation stage coordinator at Baring Primary School in London, describes how innovative use of ICT made assessment exciting for children and practitioners alike.
Patricia Lee explains how we can help children to acquire ‘pitch’.
Peter Wynne-Willson urges settings to bring live theatre to their children.
Ross Midgley of the Crocus Early Years group offers some practical ideas for managing payments by voucher.
Lev S. Vygotsky is the subject of Steve Mynard’s article on the psychology of child development.
Carole Farrar continues her series on communication with parents.
Locally produced food is increasingly popular in schools and may become more important than going organic, writes Angela Youngman
Steve Mynard opens a series of articles on educational thinkers who have influenced our approaches to early education.
Sally Eaton of the Manor Tree Group helps you to think about how you will prepare the ground when you need to make changes in your own setting.
British Gymnastics’ play programme helps young children develop physical skills. Jo Prescott and Liz Liebman explain how.
Sally Eaton examines the benefits of CPD and the line manager’s role in implementing it.
Geography can reward the inquisitiveness of young children, says Steve Mynard.
Margaret Collins describes how children can learn to be risk assessors.
Archaeologist and teacher John Crossland, describes how you can use an historic site with Foundation Stage children.
Mary Mahoney examines our responsibilities when asked to give medicine to children.
Small children can get quite noisy and frenetic. It can take time to calm them down. Angela Youngman investigated one very popular method – to teach the children to give and receive simple massage.
Helen Hann considers how we can support children and nurture their emerging mathematical concepts and understanding.
Extending vocabulary when talking or listening to children is a good way to develop their emotional language. Margaret Collins describes two ways of doing this.
Margo Turnbull explores the development of children’s communication skills, by focusing on the role of the practitioner.
Nick Smurthwaite investigates current developments in radio for young children.
We all know that learning to read is a very important step for any child to make, but how can we be sure that we are offering children the best introduction to this skill. Roger Hurn unpicks some of the issues currently under debate.
Helen MR Hann looks at the help and support we can provide for those children about to move into Key Stage 1.
Angela Youngman found out about a broad and creative approach to learning.
Julie Jennings considers how you can go about monitoring the effectiveness of your Foundation Stage team.
Steve Mynard explores a process to enrich your children’s language and literacy experiences.
Faye Spalding provides an overview of your responsibilities to your staff.
Helen MR Hann suggests strategies to help children transfer into the foundation stage.
Assessment is dependent upon our observations of the children. Anne O’Brien, an experienced teacher and headteacher of young children, explores how we can use the observations we have made to inform the next stage of our planning.
Steve Mynard looks at the place of drama in your setting and how existing practice can be enhanced.
Julie Jennings considers how to build your Foundation Stage staff into an effective team.
The Foundation Stage induction process can be supported by existing staff in your setting, as demonstrated at Nottingham University’s Day Nursery
Half of all primary schools and a third of all secondary schools are due to be open from 8am to 6pm throughout the year by 2008.
Helen M R Hann, an experienced foundation stage teacher, looks at the practical implications of ensuring children’s emotional health and wellbeing as they enter nursery or playgroup for the first time.
A love of stories is common to all young children, and by telling stories, rather than reading them, a storyteller can really bring the tale to life and make it a more interactive experience for the children. Former headteacher Steve Mynard explains how everyone has the ability to become a storyteller, it is just a matter of following some easy guidelines.
In this first of a short series on leadership Julie Jennings, an experienced teacher and educational consultant, looks at what it takes to be a leader.
EYU contacted nursery managers about their experience of induction. In this issue we focus on your induction policy and how you can implement it effectively.
Angela Youngman finds out what is possible if you want to introduce a modern foreign language in your setting.
Leonora Davies, chair of the Music Education Council, talks to Nick Smurthwaite about the vital role of music and movement in early years development.
How much does food affect children’s behaviour? Mary Whiting reveals some research-based facts and offers some tips.
Jane Webb is the support childminder coordinator in Milton Keynes, employed by Milton Keynes Council and working within the childcare team at Galley Hill Education Centre in partnership with the National Childminding Association (NCMA). She recounts how her local authority set up its support childminder scheme.
Communication is by its very nature a two-way process. Children need to have these skills if they are to particpate in shared and meaningful communications. In this Inset package, based on the need for effective communication and engagement as described in the Common Core, Roger Hurn provides information and activities to help your staff think about ways of helping children to practise and develop their communication skills.
Dr Alison J Price of Oxford Brookes University explains why understanding the relationship between numbers, and the connections between calculations, is an important part of developing mathematical awareness, and how this can influence delivery of the curriculum.
Angela Youngman talked with Justine O’Driscoll of the Bedford Just Learning Nursery about making computers accessible for children in the early years.
Pauline Cox explains what was involved in taking part in the Effective Early Learning (EEL) Project.
The Effective Early Learning (EEL) Project, aims to improve the quality of children’s learning in early years settings. Pauline Cox explains the project’s aims.
A quality assurance scheme is an ideal way to help you improve the care you offer children and families: What is involved? Hayley Doyle of the National Day Nurseries Association (NDNA) explains.
Children’s therapist John Cousins examines the concept of self-esteem, which is integral to a child reaching Early Learning Goals in the PSE area of learning.
EYU reviews a new report calling for increased government spending to bring about a childcare system that combines quality, affordability and appropriateness for all children.
Margaret Collins looks at ways to raise children’s awareness of sun protection.
Attachment theory is explored here by Steve Mynard, who summarises some of the research and suggests ways that you could use this in your setting.
In her second article on training, Sally Eaton looks at some everyday opportunities.
EYU draws out the key points for early years education and childcare.
Margaret Collins explores ways in which we can help children to think about their responses and their reactions.
Pat Lee begins her series on developing music within the Foundation Stage by looking at using music to enhance children’s social and emotional development.
Petra Luck describes the benefits of learning alongside colleagues from around Europe.
Rob Sanderson of Wigan Schools Library Service offers some practical advice for building an early years library.
Carole Farrar starts a series on communicating with parents by looking at what makes effective communication.
Angela Youngman investigates some initiatives designed to involve men in careers with young children.
The government’s 10-year strategy for childcare, Choice for parents, the best start for children, promised to establish a single coherent development and learning framework for all young children from birth to the age of five. The DfES is currently consulting on the Early Years Foundation Stage (EYFS), which provides that framework.
Use all the openings possible to encourage your children to express themselves through the written word, says Lynn Cousins.
This seasonal assembly for infants looks at the carol service or carol concert – an annual fixture in many schools
Angela Youngman finds out about a scheme to improve communication in early years settings through the use of sign language.
Top tips for surviving your first year at a new school, from teacher Ben Vessey
Andy Bowman explores strategies to begin to develop independence and resourcefulness in young learners.
Tips to run more efficient and effective meetings.
Every child has enormous potential for learning and is capable of progress. If this is not happening, it is most probably because we, the childrens’ teachers, have not yet found the right keys to their hearts and minds, writes Eva Hoffman
The interim results of a pioneering study involving 60 toddlers in Durham have provided impressive evidence of the effects of omega-3 oil on children’s learning abilities.