Movement and active play is central to children's learning, as is communication and langauge. Tania Swift considers ways in which we can support active development of communication and language through both child and adult-directed learning.
Settings are assessed on the quality of education they provide, which is their curriculum. This article explains what is meant by ‘curriculum’ and how leaders can be instrumental in designing a framework of learning tailored specifically for the children in their setting.
Many PVI settings find themselves in an increasingly schoolified and top-down pressured system. In this piece David Meechan addresses the schoolification of the early years through the new Development Matters guidance.
The concept of risky play has risen in popularity over the last decade, yet remains a new research area. Gemma Goldenberg from the Baby Development Lab discusses decision making around risky play and its place in early years education.
Numerous complexities emerge when we consider the implications of the pandemic and the diverse range of experiences faced by the early years sector, families and children.
Learning resources constitute a significant part of any early years setting. This makes them a good place to start if you are planning to make your setting more sustainable.
This month EYE'S editor interviews Enya Mooney, the co-founder and director of education at Enya's Childcare, a Reggio-inspired setting offering Forest School provision and working hard on sustainability and eco-friendly practice.
The revised EYFS Framework will become statutory from September 2021. Sue Cowley takes a look at the backdrop to the early years reforms and brings you fully up to date with all the changes.
The move to introduce sustainability to the early years is growing all the time. How do we introduce and continue to work with these practices under limited budgets and staffing pressure?
This month EYE editor, Angelica Celinska, provides a review of a very practical professional book surrounding this month's focus on sustainability. Angelica also reviews picture books with a difference here – aiding practitioners in supporting children with their emotional development.
There's something that hangs over you, me and childhood that couldn't care less about how we define play, it's that thing called neoliberalism and it creates and shapes our days without us being aware of it most of the time.
A professional language for a complex process in a misunderstood profession – why we should reconsider using the word ‘play’ in an educational context.
Katheryne Cobb discusses how the EYFS changes can be embedded into practice, how staff can be supported and the impact this will have on outcomes for children.
The aim of this month's update is to encourage reflective thinking at this time of transition. Not just transition into new groups or settings, but there are changes for us all.
This month EYE editor invites Aaron Bradbury, early childhood academic, to review the latest book centred around a loving pedagogy in the early years, exploring ‘professional love’, self-reflection and the tactile nature of working with children.
