With the Government reforming how early years teachers are trained and assessed, Prof Verity Campbell-Barr and Dr Sam Hoyes ask how we quantify good graduate practice, using the recently updated graduate practitioner competencies framework to break it down
How can practitioners be a true champion for inclusion and enable children with SEND to reach their potential in an inclusive environment? By Meggie Fisher
What do attention, and concentration, actually look like? Prof Sam Wass of ISEY explores good and bad attention, and techniques to optimise ways of capturing it
How can childminders effectively bridge the gap for children separated from parents during everyday transitions, how can they help new children settle in, and how can they help settle the children into school? By Rachel Stoddart
Given that most settings currently have to fund SEND support themselves, the promise of more upfront funding in the SEND reforms is welcome. What different types of funding are there now, and how is this likely to change? By Catherine Mole
Need some good animal-themed activity ideas? Karen Hart has these tried and tested craft ideas which link to physical play and motor skills
Richard Willis , visiting professor at the University of South Wales, reviews a collection of contributions exploring relationships, belonging and reflective practice with babies
Olivia Rimmer graduated as a Norland Nanny in March this year. Here, she shares her journey from studying BA (Hons) Early Years Development and Learning to completing the prestigious Norland Diploma
Childminders are holding together parts of the early years system that many other settings cannot reach. Ka Lai Brightley-Hodges explores research revealing why they deserve attention
What is the adult role in play and how can practitioners strike the right balance between stepping in and stepping back? Using Vygotsky's Zone of Proximal Development as a guide, Elizabeth Dear explores how to approach child-led learning
Stories are the ideal medium for building connections with caregivers during periods of disruption, says Jessica Eddlestone in this article covering emotions, family storytelling sessions and recommended ‘settling in’ books
Richard Willis , visiting professor at the University of South Wales, reviews a book that expands understanding of child development and play, with inclusive practice at its heart
Assessing risk must take into account all environments and unexpected hazards, but it must also be balanced with children's ability to make choices, says Sarah Walsh
What kinds of marketing work best for a childminding business and how can they be used most effectively? Catherine Wakerley of Childminding UK covers everything from how to create an advert which reflects your USP to where to advertise
In the latest in our neuroscience series, Sam Wass and Katie Daubney from the Institute of the Science of Early Years explore the links between fussy eating, predictability and learning
Physical literacy - being able to move in different ways in a variety of places - is central to healthy development. Supporting this is crucial for helping the less physically confident, says Helen Battelley and Karen Rhys Jones of NEYASP
How can we create inclusive environments for physical play when increasing numbers of children are struggling with the foundational skills for movement? Dr Rebecca Duncombe, Dr Janine Coates, Helen Battelley and Kim Dean look at how to create opportunities for children with SEND, creating a sensory environment, equipment, and auditing your provision
Research suggests that movement can influence children’s thinking. Paula Brown , play therapist and early years teacher, talks through various postures and how they can help and hinder learning
Risky play allows children to experience challenge and stretch their limits, which is an essential part of development, and includes playing outdoors and using tools. By Helen Battelley, Dr Karen Rhys-Jones, Dr Janine Coates, Dr Kathryn Hesketh
New research into the Early Years Pupil Premium reveals high awareness and take-up but persistent practical barriers to accessing the funding. Julian Grenier reports
