Automatically curated from DfE announcements, education news, and sector updates.
How to really include neurodivergent children in your early years setting. By Cheryl Warren
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Lev Vygotsky and Jerome Bruner revolutionised our understanding of how young children learn through their theories of social development and scaffolding. Their pioneering work continues to influence early years provision, pedagogy, and the adult-child interactions that support optimal learning in the first five years.
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Busy Bees Nurseries shares practical guidance on key equipment for baby rooms that supports safe practice and facilitates smooth daily routines. This resource highlights essential considerations for practitioners working with children from birth to age five.
Read SummaryHow to really include neurodivergent children in your early years setting. By Cheryl Warren
Read SummaryLev Vygotsky and Jerome Bruner revolutionised our understanding of how young children learn through their theories of social development and scaffolding. Their pioneering work continues to influence early years provision, pedagogy, and the adult-child interactions that support optimal learning in the first five years.
Read SummaryBusy Bees Nurseries shares practical guidance on key equipment for baby rooms that supports safe practice and facilitates smooth daily routines. This resource highlights essential considerations for practitioners working with children from birth to age five.
Read Summary
An early years setting has demonstrated the value of sensory play by supporting children to create an immersive art exhibition. The project showcases how creative, sensory-rich experiences encourage exploration and support child development across the Early Years Foundation Stage.
Outdoor exploration offers rich opportunities for young children to develop language and communication skills. By engaging with the natural environment and discovering 'treasures' in the wild, children expand their vocabulary and build descriptive language in meaningful contexts.
Charmaine Champ, a Queen's Award-winning Registered Nurse in Learning Disability, highlights the importance of understanding sensory processing differences in early childhood education. She explains that for many neurodiverse children, physical movement is a prerequisite to being able to sit still and engage with learning, challenging traditional expectations of school readiness.
Researchers from the babyNENE project share how a Froebelian-inspired nature pedagogy is helping early years practitioners rethink outdoor experiences for babies and toddlers. This first instalment explores the theoretical foundations and practical reflections needed to support the youngest children in connecting with the natural world.
New research into the Early Years Pupil Premium reveals that whilst awareness and take-up of the funding are high, practical barriers continue to prevent some eligible families from accessing this vital support. Julian Grenier explores the findings and what they mean for closing the attainment gap in the early years.
Madalyn Holmes reflects on her Level 3 apprenticeship, sharing practical wisdom on why every child needs a personalised strategy when settling into early years provision. Her perspective offers valuable insight for councillors overseeing early years quality and workforce development.
A visiting professor reviews a new book that invites early years practitioners to rediscover the joy and wonder in their daily work with young children.
For Mental Health Awareness Month, early years educator Meg Barclay reviews picturebooks that help young children understand and manage their emotions. These resources provide essential support for emotional literacy during the critical birth to five period.
Madalyn Holmes reflects on her Level 3 apprenticeship journey, sharing practical wisdom about how individualised settling-in strategies help children feel secure in early years settings. She emphasises that recognising each child's unique temperament and needs is essential for building trust during these critical transitions.
A book that invites early years practitioners to find the joy and wonder in early years practice is reviewed by Richard Willis, visiting professor at the University of South Wales
In recognition of Mental Health Awareness Month, reviewer Meg Barclay explores a curated selection of picturebooks designed to help young children recognise and manage complex emotions. These resources offer valuable tools for parents, carers and early years practitioners seeking to support emotional literacy and wellbeing during the foundation years.
New research reveals that whilst awareness of the Early Years Pupil Premium has reached high levels amongst providers, persistent practical barriers continue to hinder access to this vital funding. Julian Grenier examines the challenges facing early years settings in their efforts to close the attainment gap for disadvantaged children.