In this first article of a four-part series on movement and active play, Tania Swift explores how children develop personally, socially and emotionally through movement.
Sightlines Initiative director, Robin Duckett, discusses the current state of early childhood education. Encouraging us to reflect on the governmental drives and initiatives behind pedagogy, provision and structures of education.
EYE'S editor, Angelica Celinska, interviews the owner of Pure Imaginations with Gemma – featured throughout this issue and the setting of our front cover this month. Gemma Bohr shares her journey with us.
Lessness Heath Primary School now has the opportunity to move ahead with its global curriculum, focusing on ‘future thinking and innovation’ as its theme for the summer term. Children will also be enjoying the outdoors and building their writing skills says Emily Francis.
The road to recovery will be a long one but there have been many innovative changes to practice due to the pandemic. Settings will be able to carry these forward to the benefit of children and families in the future.
In June's letter to the editor, Claire Phizacklea reflects on the past year and discusses ways in which you can invest in your team. The Apprenticeship Levy is one of the Government schemes Claire unpacks here.
With implementation of the revised EYFS and Baseline Assessment all set for September, there has been much conflicting advice coming from the mainstream and specialist press. Sue Allingham provides a balanced view on what to consider.
Building upon children's chosen interests and operational schemes is key to creating an inclusive setting in which all children can learn and have fun, including those who may have a perceived ‘special need’.
While parents at Pebbles Childcare had always been involved and interested in their child's learning, lockdown created a new imperative for them to become more engaged. This is now supporting a stronger partnership with the setting.
Anti-racism and equity have become a defining focus for education in the last year. In line with this, how can early years settings better support children by building their inclusive practice?
While settling in processes once unfolded over weeks they can now be little more than ‘doorstep’ handovers. How can practitioners ensure that children's needs are met and parents have opportunities to discuss sensitive, confidential issues?
Jo Caswell sets out the importance of understanding and addressing children's emotional needs as part of every day best practice. It is important to recognise that in the light of Covid some new approaches may be needed to ensure all children feel safe, secure and happy.