bluuebunny/crossref_metadata_2025 huggingface dataset:
Words you need to know: Quality assurance
Authors: Stevens Judith
Published: May 2014

Reflective practice – looking carefully at what you do and why you do it – can help you improve the way you deliver services to children and families. The new quality assurance (QA) schemes are designed to encourage childcare providers and early years practitioners to be reflective
Makes and games for autumn days
Authors: Long Margaret
Published: May 2014

Here are two seasonal craft ideas as well as games to play inside, including one for Hallowe‘en. As usual, they are suitable for all ages and adaptable to any group size. Remember, young children will often join in if an adult helps them with their turn
Managing hyperactive children
Authors: Farley Audrey
Published: May 2014

Attention deficit/hyperactivity disorder (ADHD) or hyperactivity causes challenging behaviour. But how do you tell the difference between an active child and a hyperactive one? Audrey Farley explains and looks at the importance of having a consistent system of behaviour management
Feeding toddlers and fussy eaters
Authors: Harrod-Wild Kate
Published: May 2014

The toddler years are when food can become a big issue. Kate Harrod-Wild, a paediatric dietitian, gives advice on how to help children eat well and establish good eating habits
Helping children cope with loss and bereavement
Authors: Sansom Jill
Published: May 2014

Many young children have to deal with the death of a grandparent, an elderly relative or even a much loved family pet. Do you feel prepared to help them cope? Jill Sansom looks at the reactions you can expect and how to support a child and their family
Good practice when keeping pets
Authors: Griffin Sue
Published: May 2014

Pets can play a positive part in children’s lives, but whether you share your household with a family dog or keep a rabbit in a hutch at the bottom of the garden, you need to pay careful attention to hygiene and safety. Sue Griffin outlines good practice
Involving parents in activities
Authors: Walker Miranda
Published: May 2014

This is the last in a three-part guide to working with parents and carers. In this issue, we look at how you can involve parents and carers in activities on a day-to-day basis
Finger painting
Authors: Jackson Caroline , Miller Collette
Published: May 2014

Finger painting is a wonderful activity because it offers such a wide variety of learning experiences to children of all ages. Whether babies or young children it will promote their skills of discovery and self-expression
Making masks
Authors: Scotcher Sarah
Published: May 2014

You can use these masks to bring the characters alive in a favourite story or poem, for role play, or with older children as part of a play they have written and want to perform
Why children like singing and music
Authors: Lindon Jennie
Published: May 2014

Parents around the world sing songs to children and croon lullabies, because experience tells them that babies respond. Even newborns are alert to the rhythmic tone of your voice. Jennie Lindon looks at how you can build on this natural response to music
When children make up stories
Authors: Riddall-Leech Sheila
Published: May 2014

Children mix up fact and fiction at times, often without realising that they are doing it. Sometimes, though, it seems that it could be a conscious act. But are they really telling lies? Sheila Riddall-Leech examines two scenarios to see what they tell us about the children involved
Babies need books
Authors: Lindon Jennie
Published: May 2014

Books are an essential building block for confident early literacy long before children can begin to read or even understand your words. Jennie Lindon looks at how to share books with babies and toddlers
Children who suck their thumb
Authors: Riddall-Leech Sheila
Published: May 2014

It’s the end of a busy day and as you gather children round for a story, one or two instinctively pop their fingers or thumbs in their mouths as they relax and listen. But is thumb sucking harmful and should you try to stop it?
Making fruity ice cubes
Authors: Jackson Caroline , Miller Collette
Published: May 2014

Your child has been finding out about summer fruit by making fruit bottles. This activity encouraged them to use their senses. You can extend and support your child’s learning at home by making these fruity ice cubes
Developing brain power
Authors: Lindon Jennie
Published: May 2014

How do babies brains work? The findings of brain research can guide you towards helping babies and young children to learn. Jennie Lindon explains
Using a soft toy for a diary project
Authors: Taylor Debbie
Published: May 2014

A soft toy can become a link between home, a daycare setting, and other children. Debbie Taylor explains how such a project worked in Birmingham with a big orange dinosaur!
Happy holidays!
Authors: Todd Beverley
Published: May 2014

With the summer holidays upon us, help children to record their precious memories. Whether it is exotic beaches in faraway places or picnics in the park these clever ideas are just the thing to capture all the important moments
Managing your day
Authors: Hardcastle Lindy
Published: May 2014

If you care for several children in your own home, your day can be spent juggling their different needs. Planning is the key, says Lindy Hardcastle
Bath-time bottles
Authors: Jackson Caroline , Miller Collette
Published: May 2014

Recycle old plastic bottles by turning them into bath-time toys!
Every Child Matters: Staying safe
Authors: Wilcock Liz
Published: May 2014

The outcome ‘Staying safe’ means protecting children from harm and neglect. Liz Wilcock looks at the related national standards and birth to three guidance
Bathing the babies
Authors: Jackson Caroline , Miller Collette
Published: May 2014

Washing the dolls can become a whole activity in itself with children enjoying the responsiblity as they become imaginary parents or carers
Threadworm infection: spotting the signs
Authors: Green Tina
Published: May 2014

Threadworm Action Month in September could make it easier for parents to discuss a subject that they find embarrassing. Tina Green answers some of the common questions they – and you – might want to ask
Why you need to get outdoors
Authors: Lindon Jennie
Published: May 2014

There are signs that respect is growing for outdoor learning – or more accurately, that practitioners are rediscovering the power of the outdoors, says Jennie Lindon
Managing disruptive behaviour
Authors: Riddall-Leech Sheila
Published: May 2014

Children whose behaviour is disruptive and difficult to manage can be demanding; but what can you do to cope? Sheila Riddall-Leech looks at the possible causes and suggests some strategies
Role play with ride-on toys
Authors: Jackson Caroline , Miller Collette
Published: May 2014

For a new way of using the same old bikes and trikes, turn your outdoor play area into a car wash. Children of all ages can join in and older ones will be eager to take on a particular role
Cards to make for Easter
Authors: Todd Beverley
Published: May 2014

Children gain a lot of pleasure and satisfaction from making cards and card-making for various events and festivals throughout the year can become part of their routine with you. Beverley Todd offers some ideas
On a roll!
Authors: Jackson Caroline , Miller Collette
Published: May 2014

How often do you buy too many rolls of wallpaper then put them away in the shed or loft for years to come? Now is the time to sort them out and use them with your children for drawing on a big scale
Health and safety: Outside apparatus
Authors: Riddall-Leech Sheila
Published: May 2014

The warmer weather is here and children are able to spend longer playing outside. However, there is no reason why the outside area cannot be used all year round if the correct safety procedures and checks are followed
Playing in a paddling pool
Authors: Jackson Caroline , Miller Collette
Published: May 2014

Toddlers love to splash about in water and with the right planning and precautions, babies can join in too!
Understanding older children: social development
Authors: Lindon Jennie
Published: May 2014

If you look after school-aged children, whether after school or during school holidays, you may find it useful to have an insight into how you might expect them to develop and behave as they grow older, so that you feel able to meet their changing needs.
Traditional toys
Authors: Renouf Helen
Published: May 2014

Old versus new. Helen Renouf explains why traditional toys have more to offer your child.
Telling stories
Authors: Ledgerton Cooper Selena
Published: May 2014

Stories have an important part to play in child development, but usually the child has a passive role while the carer actively reads the story. Selena Ledgerton Cooper gives some tips on how to make story-time more intereactive.
Boxing days!
Authors: Todd Beverley
Published: May 2014

Turn discarded Christmas packaging into super storage for the children in your care.
Funding initiatives
Authors: Bayram Liz
Published: May 2014

Liz Bayram, chief executive of the National Childminding Association, comments on what is new for registered childminders and nannies.
Professional Nanny of the Year Award 2007
Authors: Tweed James
Published: May 2014

James Tweed talks to Heidi McFadyen, this year’s winner of PANN’s prestigious award, and finds out her views on the industry and how the award can help nannies as a whole.
Why does he do that?
Authors: Cooper Melinda
Published: May 2014

Melinda Cooper explores the relationship between sensory processing and behaviour.
Journey sticks
Authors: Youngman Angela
Published: May 2014

Angela Youngman explains how journey sticks can be used to record an experience and enhance a walk.
Understanding older children: Literacy
Authors: Lindon Jennie
Published: May 2014

If you look after school-aged children, whether after school or during school holidays, you may find it useful to have an insight into how you might expect them to develop and behave as they grow older, so that you feel able to meet their changing needs.
Bonfire bonanza!
Authors: Green Christine
Published: May 2014

Christine Green suggests some fun ideas for celebrating bonfire night in your setting.
Emotions: Feeling irritable
Authors: Bayley Ros
Published: May 2014

A feeling that may start out as frustration can quickly move on to become irritability. With a little careful thought, you can lead children (and yourself!) towards a greater level of understanding and self-knowledge.
Wrapping it up: Recycling paper
Authors: Sparks Linfield Rachel
Published: May 2014

Are you desperate for some way to use up all that left-over Christmas wrapping paper? Rachel Sparks Linfield reveals some innovative recycling ideas.
Books for babies: Why reading matters
Authors: Attenborough Liz
Published: May 2014

Thursaday 1 March sees the 10th anniversary of World Book Day – the biggest annual event promoting the enjoyment of books and reading. Liz Attenborough, manager of the National Literacy Trust’s ‘Talk to your baby campaign’, explains why books have a crucial role to play in child development.
My job
Authors: Johnson Ann
Published: May 2014

Ann Johnson talks about her work with day nurseries and reveals why she believes bi-lingualism is the future for Wales.
Woodland walks
Authors: Youngman Angela
Published: May 2014

Angela Youngman explains how woody areas can provide exciting and creative learning environments for children.
My job
Authors: Beach Elaine
Published: May 2014

Elaine Beach talks about her work at Oscahs out-of-school care scheme, and reveals why she believes childcare is a great career.
Working with special needs
Authors: Renouf Helen
Published: May 2014

Childminders have a lot to offer in terms of looking after a child with special needs, so it is important to make parents, health visitors and local organisations aware of what you can do. Helen Renouf gives advice on training, funding pathways, special needs support, childminder referrals and the Disability Discrimination Act.
Understanding older children: Self-reliance
Authors: Lindon Jennie
Published: May 2014

If you look after school-aged children, whether after school or during school holidays, you may find it useful to have an insight into how you might expect them to develop and behave as they grow older, so that you feel able to meet their changing needs.
Fine motor fun
Authors: Cooper Melinda
Published: May 2014

Occupational therapist Melinda Cooper introduces some activities to enhance the fine motor skills of the children in your care.
National Childminding Week: Supporting families
Authors: Bayram Liz
Published: May 2014

Liz Bayram, chief executive of the National Childminding Association, comments on what is new for registered childminders and nannies.
Professional training: What it can offer YOU
Authors: Tweed James
Published: May 2014

This year’s national childminding week highlights the support childminders give to families. This support is due in part to childminders’ training and professionalism, as James Tweed reports.
Understanding older children: Physical skills
Authors: Lindon Jennie
Published: May 2014

If you look after school-aged children, whether after school or during school holidays, you may find it useful to have an insight into how you might expect them to develop and behave as they grow older, so that you feel able to meet their changing needs.
Planes, trains and buses
Authors: Jackson Caroline
Published: May 2014

Caroline Jackson reveals how making vehicles from cardboard boxes can be a great learning experience for your child.
The art of thinking
Authors: Pringle Paul
Published: May 2014

Mediator Paul Pringle explains how art activities can be used to develop your child’s skills of thinking and understanding.
Understanding older children: Physical growth and puberty
Authors: Lindon Jennie
Published: May 2014

If you look after school-aged children, whether after school or during school holidays, you may find it useful to have an insight into how you might expect them to develop and behave as they grow older, so that you feel able to meet their changing needs.
Early years at home and abroad
Authors: Beith Kate , Tweed James
Published: May 2014

James Tweed interviews Kate Beith, principal of Chiltern College, as she prepares to embark on a career in China. He finds out what changes she has seen during her time at Chiltern, where she sees the future of childcare and why she is passionate about Asia.
Playing in the street: A relic of the past?
Authors: Parks Mel
Published: May 2014

As the theme of this year’s Playday is ‘Our Streets Too!’, Mel Parks calls for a revival of community spirit, and a campaign for streets that are safe for our children to play in.
Home and away
Authors: Dawson Susanna
Published: May 2014

In April Susanna Dawson spoke at a conference where home-based providers around Europe shared their experiences. She discusses some similarities and differences in care and reveals what she learned from the day.
Childminders in action: Helping teen parents
Authors: Tweed James
Published: May 2014

James Tweed finds out how childminders are supporting young mothers and fathers.
Making a difference with baby massage
Authors: Pigeon-Owen Kate
Published: May 2014

Kate Pigeon-Owen, looks at the benefits of baby massage, and explains what not to do and how to get the best out of massaging your baby.
Music, rhythm and beat!
Authors: Cruickshank Sarah
Published: May 2014

Sarah Cruickshank explains how music can be used to develop motor and language skills.
Outdoor games
Authors: Taylor Pam
Published: May 2014

Most young children are nimble, flexible, robust, resourceful, creative and athletic. They have a lot to offer and we should be planning activities that are enjoyable, imaginative, challenging, promote confidence and, most importantly, build upon what a child can already do.
Fire precautions
Authors: Hedley David
Published: May 2014

In any nursery, whatever its size, a named individual must be made responsible for fire safety. This job is often combined with health and safety, building management and security. You should have a fire officer even if you are not responsible for the building.
Comparing measures
Authors: Jones Caroline
Published: May 2014

Some activities which involve the comparison of measures will occur as children play naturally, for example encouraging children to compare the height of brick towers. Other chances may arise from regular pre-school activities such as making cakes.
Two fat gentlemen
Authors: Cashmore Lynne
Published: May 2014

Two fat gentlemen Met in a lane
Developing a sense of place
Authors: Edgington Margaret
Published: May 2014

From the moment they're born children use all their senses to get to know the features of the different places they spend time in. These images they get from their senses are powerful, and many adults, when asked to remember their childhood, talk about textures, sounds, tastes and smells (as well as sights). Early years workers need to support and focus children's sensory explorations, helping them to talk about and compare the features of different places. You need to help children become more conscious of their environment and begin to develop the skills needed for geographical investigation.
Planning and organising outdoor play
Authors: Tovey Helen
Published: May 2014

First, take a close look at your outdoor area and review what you already have. Be critical and consider what learning is actually going on outside. Track individual children and collect detailed observations of what they are really doing outside not what you think they might be doing. Meet together as a staff and ask yourself these questions. Does the outdoors:
Being creative with clay
Authors: Hickman Gill
Published: May 2014

Why isn't clay used more often with young children?
The great outdoors
Authors: Tovey Helen
Published: May 2014

Whether at pre-school, at home or in the park, outdoors can be a whole new world for young children, a place to explore and discover, to question and wonder, to imagine and dream. Believe it or not, moving about outside can have as much to do with maths and science as building strength and stamina, confidence and well-being.
Physical development
Authors: Wilkinson Gay
Published: May 2014

Young children's physical development contributes to all other aspects of their development. It is about large and fine motor activity - running, walking, jumping, climbing and dancing as well as cutting, drawing, painting, writing or gluing.
Making the most of made materials
Authors: Austin Keeva
Published: May 2014

Before introducing made materials to the children it is a good idea to make sure that they understand the differences between natural and made materials.
People in the past: the Celts
Authors: Stocks Sara
Published: May 2014

History is such a rich source of stories and ideas that it is a shame that many are afraid to tackle history projects. Expecting children as young as three or four to absorb historical tales and make sense of them seems a lot to ask, but they have a much less cluttered view of life than the adults around them. They quickly absorb tales from history, often with a wisdom that many adults seem to have lost.
Including the child with Down's syndrome
Authors: Rutter Sarah
Published: May 2014

The human body is made up of cells. Each cell is like a tiny factory, which makes the materials needed for growth and maintenance of the body. Contained within each cell is a set of 46 chromosomes (23 pairs), half of which come from the person's mother and half from the father. The chromosomes carry the genes that are inherited from a person's parents.
Running your own training sessions
Authors: Marsh Lin
Published: May 2014

Regulation and inspection, as well as the expectations of parents, put huge demands on us to provide quality childcare and education for children. Most of us want to further our knowledge and expertise. Many of us have had some kind of formal or informal training. However, none of us can ever profess to know everything there is to know about childcare.
Baseline assessment - the facts
Authors: Bartlett David
Published: May 2014

Most parents have heard of baseline assessment, which takes place during the first half-term of reception, and are understandably concerned that their child settles well and makes a positive start at school. They will want to know as much as possible about the assessments that their child will face. You are in a key position to inform and advise them.
Growing sunflowers
Authors: Brookes Steve
Published: May 2014

By growing giant sunflowers children will learn all about the different parts of a plant and how they need water and light to grow, as well as seeing a flower produce seeds. Germination is virtually guaranteed so there's no disappointment. The sunflower plant parts (stem, roots, leaves and flower) are large, and easy to recognise and draw. The plants grow quickly, so measuring is fun and all sorts of insects, animals and birds will visit the sunflowers for pollination and to eat the seeds.
Choosing musical instruments
Authors: Hunter Anne
Published: May 2014

The first thing you will discover is that musical instruments are expensive. Don't be put off by this. Any toy or game that is going to survive frequent and boisterous handling by three- and four-year-olds will need to be of good quality and therefore not cheap. The same goes for musical instruments.
Taking risks - or learning life skills?
Authors: Lindon Jennie
Published: May 2014

You are responsible for the safety of other people's children. You are also responsible for ensuring that children gain from their time with you. Children need to add to their skills and knowledge in a way that helps them to feel not only more competent with their current skills, but also keen to face new learning challenges.
Ideas for using wax crayons
Authors: White Hilary
Published: May 2014

Leave your very young child free to explore and enjoy the wax crayons. Choose chubby crayons to start off with and try to give them a range of different coloured papers to draw on. As your child becomes able to control the crayon and hold it firmly, you can start introducing some new ideas.
Recognising changes in our bodies
Authors: Stocks Sara
Published: May 2014

Understanding that things that happen to your body usually have causes and solutions is a source of fascination and reassurance to young children. Removing the fear of the unknown is a great gift and one which education exists to provide. Primitive peoples the world over and throughout history have learned about their bodies by reading the signs given by them and developed complex solutions (such as modern medicine) by applying this knowledge. To a lesser extent, your children are doing the same thing!
Understanding time
Authors: Garrad Barbara
Published: May 2014

Learning to tell the time by looking at a clock should be preceded by many enjoyable, time-related activities, and by becoming familiar with the language of time. Clock-watching in detail can be left for the primary school.
Exploring space and movement
Authors: Arnold Cath
Published: May 2014

Young children spend a lot of time and energy exploring space and movement.
Training: Communication, Language and Literacy
Authors: Marsh Lin
Published: May 2014

This article takes you step by step through a training session. Each session can be organised over one half day or two or three much shorter sessions. Instructions for you, the trainer, are in italics.
Line dancing
Authors: Blanchard Chrys
Published: May 2014

Line dancing originated in the American South in places such as Memphis and Nashville. It was started by the cowhands who used to drive the cattle long distances across the country, taking days or even weeks at a time.
Coping with divorce and family breakdown
Authors: Smith June
Published: May 2014

Divorce and separation are inevitably about loss and change. About one in three marriages now ends in divorce and as most divorces occur in the first ten years of marriage, many involve children under five.
Putting phonics into practice
Authors: Owens Bernadette
Published: May 2014

The term phonics is confusing. It has been referred to as a method of teaching reading. It has been used as a label for activities that emphasise sound-letter correspondence. The phrase ‘phonic analysis’ is often used as a strategy for identifying words by analysing their sounds. Some people talk about ‘phonic generalisations’ to refer to the rules about why letters or letter clusters represent particular sounds. None of this terminology is helpful to practitioners.
Adults as effective role models
Authors: Bayley Ros
Published: May 2014

Children learn by watching. You only have to spend a short period of time in the company of young children before they are copying your actions, repeating your language and mimicking your gestures, sometimes with infuriating accuracy!
Moving to music
Authors: Veasey Sally-Ann
Published: May 2014

Young children need opportunities to experience music for all kinds of reasons, many of them associated with creativity and not least because it helps them to develop a love and appreciation of music generally. But we often overlook the physical skills and co-ordination required to respond to or play music, whether it be the ability to play a simple rhythm on a drum, to clap a beat or to control our bodies by moving in time with music. The ideas outlined here are designed to show how a music session can be physically challenging as well as creative.
Going on a bear hunt
Authors: Newman Karen
Published: May 2014

Many rhymes can be used to introduce the language of movement - over, under, through, around and across. Try saying ‘The bear hunt’ together. This rhyme not only focuses on over, under and through but also explores moving through different terrains - thick, squelchy mud, long, wavy grass and swirly, whirly water. You can add your own verses, for example: crunchy, crackly leaves, lumpy, bumpy road and slippery, slidey ice.
Asking better questions
Authors: Sutherland Margaret
Published: May 2014

Play is a vital part of the learning process and children gain tremendous pleasure from the experience. But sometimes that pleasure is reduced when practitioners, in an effort to make the most of a play situation, keep intervening. Whilst clear questioning will often reveal how much a child understands, and plays a vital role in language development, it must become incredibly tiresome for the child. Asking better questions can contribute significantly to the child’s understanding and can also give you an insight into the learning that has taken place, but you have to know when to ask questions and what kind of questions to ask.
Dyspraxia or developmental coordination disorder (DCD)
Authors: Kirby Amanda
Published: May 2014

Until ten to fifteen years ago the term dyspraxia, meaning a deficit in movement planning, hadn't been heard of in the UK. Children with motor coordination difficulties would probably have just been thought of as clumsy.
Expressing opinions
Authors: Graham Jo
Published: May 2014

Helping children to begin to see that, even within a broad consensus, people will hold different opinions gives them a good foundation for building empathy, tolerance and understanding. It also helps them develop a sense of self. As they reflect on how their likes differ from others they can begin to see what kind of individuals they are. My five-year-old daughter recently invited a friend to tea and asked me to find out ‘what kind of girl’ she was, by which she meant what kind of toys she liked playing with.
An insight into: Seventh-day Adventists
Authors: Surridge John
Published: May 2014

Seventh-day Adventists did not set out to be a separate denomination. Founder members came from various denominations and met for Bible study and Christian fellowship. They were Methodist, Baptist and Anglican people, and members of all kinds of European churches who held one compelling belief in common - they all believed that Jesus was coming soon.
The value of play
Authors: Edgington Margaret
Published: May 2014

There is considerable confusion about the role of play in young children’s learning. Recent research for the DfES, led by Janet Moyles, highlighted that few early years practitioners could explain the theory of play. This, inevitably, leads to a lack of confidence in play as a vehicle for learning. If we cannot explain why something is important we are in a weak position to protect it. It is time to strengthen our beliefs, so that we are all confident to stand up for children’s right to learn through playful experience.
Planning for play
Authors: Edgington Margaret
Published: May 2014

Your attitude to play and its role in learning is crucial. This attitude, whether consciously or unconsciously held, has a powerful influence on practice. Careful planning of the environment and of adult time is essential if play is to be of a high quality. Do you and your team really value play or do you see it as being less important than activities at a table?
Playing and learning
Authors: Edgington Margaret
Published: May 2014

You almost certainly had a lot of freedom to play as a child, but you may worry about your own children playing – particularly if they are playing in nursery or school. Don’t they do any work? Shouldn’t they be learning to read and write? But remember that children growing up today have much less freedom than we did to play within their local community.
Scenarios Child protection
Authors: Wilcock Liz
Published: May 2014

The term ‘child protection’ usually conjures up thoughts of abused children and is therefore an emotive term. It must not be ignored, as if ‘it may never happen’. To be responsible for the welfare and wellbeing of children is the most important aspect of childcare. Everyone who cares for children, either in a group setting or in a home environment, should not underestimate their duty to report concerns about any child in their care. But let’s put this into perspective - what concerns do you have about a child?
Bags of fun!
Authors: Coulter Jacqueline
Published: May 2014

There is growing concern that children today do less physical activity than they did in the past. This puts more responsibility on us to plan for children’s physical development. But exercise for its own sake is no fun, so it is up to us to enthuse and encourage them to get up and moving!
Assessing and managing risk
Authors: Waters Mike
Published: May 2014

Safety management is all about identifying hazards, assessing risk and controlling that risk to reduce the possibility of accidents or damage to property and eliminate potential health problems. You cannot control risk unless you are aware of the hazards in your organisation.
Quality assurance: why you need it and how to get it
Authors: Griffiths Laura
Published: May 2014

Quality assurance schemes exist in all areas of business – the public, private and voluntary sectors. Quality is essential to the success of any business, and has an important part to play in accountability.
Exploring emotions: feeling proud
Authors: Bayley Ros
Published: May 2014

Feeling proud of ourselves as a result of something we have achieved is important for all of us, and especially important for young children. They are at a crucial time in their lives; a time when they are forming opinions about who they are and how they fit into the world around them, and attitudes formed at this stage are likely to stay with them!
Being creative with pasta
Authors: Harries Judith
Published: May 2014

Children will probably be familiar with pasta as food and shouldn’t need much encouragement to see it as a versatile material for creative activities. Make a collection of different types of dried pasta – spaghetti, bows, tubes, quills, shells and wheels. Most supermarkets also produce child-friendly dried pasta such as animal, transport and space shapes or letters that can be used in many different ways.
Helping children learn to listen
Authors: Palmer Sue
Published: May 2014

Most of these activities can be done with a small or large group, but children whose language development lags behind the norm also need regular one-to-one attention. This is obviously difficult to achieve, but if every adult has a list of five children a day, and tries to spend five to ten minutes of quality speaking and listening time with them, it can make a huge difference to language development.
A history of early years: Experiments in nursery education
Authors: Penn Helen
Published: May 2014

In 1815 in New Lanark in Scotland, Robert Owen, a self-made cotton manufacturer, set up a new factory complex. Many of his workers were destitute refugees, evicted from the Highlands of Scotland.
Supporting children learning English as an additional language
Authors: Jones Meg
Published: May 2014

The United Kingdom has a highly mobile population with immigrants and asylum seekers settling around the country. Families relocate, and many cities and towns have settled communities who use their heritage language within the home.
Exploring emotions: feeling hopeful
Authors: Bayley Ros
Published: May 2014

Hope is such a positive emotion, and one with which all young children will be familiar, even if they are unable to put a name to it! When they want to go outside to play, they hope that it will not rain (especially if they are not allowed out in the rain). When their birthday is approaching, they hope for that much sought after present, and when it's nearly time for them to go on holiday, they hope that the days will pass quickly. They hope there will be sand to dig in, water to splash in and a theme park with rides! They may also know what it feels like to have their hopes dashed.
Working with a speech and language therapist
Authors: Duckworth Gill
Published: May 2014

When you become aware that a child you are working with has some form of speech and/or language problem, it can be a daunting feeling. If your suspicions are from your own observations, rather than information passed on by someone else, they can range from the instinctive awareness of an alarm bell ringing gently, a gut feeling, to much more obvious evidence.
A history of early years: Nursery education for the poor
Authors: Penn Helen
Published: May 2014

In the late nineteenth century, there may have been kindergartens and experimental nurseries for the middle classes, but the poor were crammed into elementary schools.
Introducing a problem to solve
Authors: Graham Jo
Published: May 2014

Not all children will be confident enough to use a problem-solving approach automatically in their play. Some may never have seen problem-solving in action and giving them open-ended challenges may be counter productive. Finding realistic problems that can be solved by young children in satisfying ways is not an easy task.
Using your community as a resource: Exploring the local landscape
Authors: Milner Angela
Published: May 2014

The landscape is the land surface which you can actually see. It can be natural or made. In a built-up area it might consist solely of buildings and roads; in the countryside it might be fields and woodlands and in a coastal area it might consist of both natural features, such as sea, cliffs, dunes or beaches and made features like piers, jetties, harbours, hotels and funfairs.
Exploring dance styles: ballet
Authors: Dowdy Meg
Published: May 2014

Ballet originated in France during the reign of Louise XIV, the Sun King, who performed in these grand court dances, usually as the star of the show! The steps came from basic country dances but over time became more stylised.
The Buddhist festival of Wesak
Authors: Howard Christine
Published: May 2014

Religious belief is a dynamic, vibrant way of life for many believers. Arguably the best way for anyone to understand what faith means is to talk to someone within the faith. However, this is not always possible. Videos, though one step removed, are a useful source but, sadly, there is little available in this medium for younger children. Artefacts are a third important means of gaining insight into faith.
Making book collections
Authors: White Hilary
Published: May 2014

Literacy development involves much more than simply learning to read the words on the page. Becoming familiar with the world of books is important if young children are to start seeing themselves as readers - and there is a lot to discover.
Over and out!
Authors: Williams Helen
Published: May 2014

Words that describe position, direction and movement tell us where an object is, for example in front, above, on top; and how an object moves, for example forwards, left, slide, turn. Many of these words crop up in everyday life. Hearing and using them in a familiar environment will help your child understand them when they come across them at school. For example:
When I was young
Authors: Graham Jo
Published: May 2014

Here's a few ideas of things you could do with your child to help them understand some of the similarities and differences between today and when we were young.
Minibeasts to design and make
Authors: Moran Jane
Published: May 2014

Before you start, the children must have looked at lots of pictures or photographs and observed minibeasts in their habitats wherever possible. Talk about the shapes, colours and textures they have seen.
The ringing dinging tree
Authors: Harries Judith
Published: May 2014

This term we plan to enjoy making musical instruments outside to give your child the chance to develop their creative skills in a different environment. Help your child to explore and change sounds by making this giant musical instrument outside
Creeping and crawling
Authors: Dowdy Meg
Published: May 2014

All these games can be played inside or out. If you're inside, make sure the space you use is child-friendly. It is easy to make your own soft play area using cushions and pillows, setting them out to allow you and your child the space and freedom to play physical games in safety.
Planning and assessing children's learning
Authors: Jones Caroline
Published: May 2014

The continuous cycle of assessing children's learning and development and planning the next steps to promote learning and development is at the heart of the practitioner's role. Planning should not just be for the nursery manager or supervisor but a team effort. Staff should meet regularly and plan together. If all staff have a say in what is happening, plans are likely to be more effective.
Cheese and tomato kites
Authors: Stobbs Nicola
Published: May 2014

This is a recipe for cheese and tomato tarts, or kites if you turn them on their end. Copy it for children to refer to when you're doing your cooking together
How to make play challenging
Authors: Wood Elizabeth
Published: May 2014

Play contributes to children's social, emotional, physical and cognitive development. It can be highly motivating, deeply absorbing and enable children to feel competent, powerful and creative.
The importance of spoken language
Authors: White Hilary
Published: May 2014

Acquiring language is one of the single most important, and complex, developmental tasks that young child undertake. Given its complexity, it’s not surprising that some children struggle with speech and language. What is worrying, however, is that wall-to-wall television, busy parents and pressurised early years staff may be causing these numbers to grow out of all proportion.
The Hindu festival of Raksha Bandhan
Authors: Howard Christine
Published: May 2014

Most Foundation Stage classrooms and nurseries have a home corner where children can develop creative and expressive play. These are also the ideal place for children to experience elements of a different home culture. With appropriate guidance, children can become familiar with objects from a variety of cultures and, in doing so, learn to respect and value differences in the practices and, ultimately, the beliefs of others. They will discover shared values and practices at the same time.
Introducing children to group activities
Authors: Harries Judith
Published: May 2014

When children first start school, their experiences of being in large groups will vary. Some may find the idea alarming or intimidating. It is important to talk this over with parents and carers during home visits and when children visit your setting.
Every Child Matters: Staying safe
Authors: McKenna Kate
Published: May 2014

Children and young people should be safe from maltreatment, neglect, violence and sexual exploitation, safe from accidental injury and death, from bullying and discrimination, crime and anti-social behaviour in and out of school. They need to have security, stability and be cared for. It is important that parents, carers and families provide safe homes and stability.
Promoting a sense of place
Authors: Harries Judith
Published: May 2014

The first Early Learning Goal for a sense of place says that children should ‘observe, find out about and identify features in the place they live’. You have to question where that place is! Most of us start at home with familiar places and move out to the rest of the world. All the following activities provide ideas for developing an understanding of place.
Supporting children who live with drug abusers
Authors: Riddall-Leech Sheila
Published: May 2014

About 1.2 million children and young people in the UK live in homes where there is drug abuse and even more live with someone who uses and abuses alcohol. The impact on all family members can be profound, irrespective of whether the user is a parent or sibling.
Promoting quality in small world play
Authors: Bromley Helen
Published: May 2014

The greater the variety of resources that you provide for small world play, the more possibilities there will be for children. You need to consider three separate strands of resourcing: the inhabitants, the base and the environment.
Make a story box
Authors: Bromley Helen
Published: May 2014

A story box is a small world in a shoebox! You can make one that is very personal to your child.
Supporting children with parents in prison
Authors: Taylor Jill
Published: May 2014

Seven out of every hundred children in this country have a parent in prison. Many of them, especially children under five, do not even know their dad (and it's more likely to be dad than mum) is in prison. They are told dad is in hospital or working away. The pretence is kept up even when children visit.
Helping children to be sociable
Authors: Harries Judith
Published: May 2014

As children grow they learn more and more through playing with other children. Play partners and peer relationships are important for self-esteem and confi dence. Not having friends or someone to play alongside can be a painful or frustrating experience for pre-schoolers.
Exploring big numbers
Authors: Harries Judith
Published: May 2014

You can encourage children to estimate and make predictions about quantities by providing collections of everyday objects for them to investigate and explore.
Helping children feel secure and safe
Authors: Griffin Sue
Published: May 2014

If the personal, social or emotional development is not going well for children, all other areas of their learning are adversely affected. The curriculum guidance for foundation stage tells us that for personal, social and emotional development, effective learning involves: ‘Children feeling safe, secure and able to trust the practitioners who work with them.’
Geography in the early years
Authors: Wilkinson Gay
Published: May 2014

Geography, like history, is about people, the places they live in, the way in which their environment affects and shapes their lives and the effects they have upon that environment through the process of living. Some of the experiences that you might provide to promote the development of children's historical understanding and skills (a visitor coming to share their memories or the use of photographs, for example) have the potential to contribute to their geographical understanding or vice-versa! It is therefore important that when you are planning activities you have a clear view of which aspect of a desirable outcome you are seeking to promote at any one time as a main focus (although recognising the links with other areas of learning).
Creating a staff handbook
Authors: Prince Jean
Published: May 2014

Over the last few years every early years setting has produced a wealth of information about the setting itself, the provision, health and safety and so on, often aimed at parents and carers. It is very useful for staff to have a short handbook detailing the day to day information that is vital for the smooth running of the nursery.
The seasons: Spring into action!
Authors: Heald Chris
Published: May 2014

On the trees and hedges buds swell and burst into blossom or leaf. Some of our favourite bulbs such as daffodils and snowdrops are in fl ower. Birds are busy laying eggs and then feeding their young. Because of the oxygen-producing qualities of the leaves, the quality of the air around us improves, making everyone feel more energetic.
Celebrating patron saints with children
Authors: Cruickshank Sarah
Published: May 2014

The four countries that make up the United Kingdom all have their own patron saint, and in recent years the popularity of celebrating these saint's days has grown. But what is the history of these men and how can we help our children to commemorate them?
An approach to writing
Authors: Prince Jean
Published: May 2014

We live in an increasingly computer-driven world. We do our shopping online; we keep in touch with friends by texting and email; and we have electronic diaries.
Developing children's self-esteem
Authors: Hedley Sue
Published: May 2014

Children are often in our care for long periods of time – anything from two to ten hours a day. How we communicate with these children and our attitudes and our values can have a profound effect on them. Even our gestures and facial expressions can communicate messages about self-worth.
Have fun exploring symmetry
Authors: Prince Jean
Published: May 2014

The following activities focus on making and identifying symmetrical patterns. When children make patterns they need to look carefully, recognising similarities and differences, they need to think and to justify what they are doing, at the same time use specifi c mathematical language. Many of the following activities are best explored as a small group when the adult can encourage and develop the mathematical discussion.
Playing small group games outside
Authors: Prince Jean
Published: May 2014

Every nursery develops their own favourite games but here are a few ideas that you can use to add to your collection. Once you have tried out various games and activities print out brief details of the most popular ones and laminate individually. You may even want to identify the learning goals on the back of each game. Have them readily available so that any staff or volunteers working outside can refer to them.
I’m not naughty, I’m Dyspraxic
Authors: Tweed James
Published: May 2014

This month sees the launch of Dyspraxia Awareness Week. It will take place from September 24-30.
Model play policy
Authors: Fisher Julie
Published: May 2014

Play is the natural way in which children learn. It is the process through which children explore, investigate, recreate and come to understand their world. Play is an activity in which everything that a child knows and can do is practised or used to make sense of what is new. Play cannot be directed by adults. An adult can support, enhance or extend play, but the moment they interfere or dictate its progress then it ceases to be play.
Seeing numbers
Authors: Iannuzzelli Paul
Published: May 2014

Children actively employ visual learning. Picture books are a typical and fascinating way they absorb information in a visual way. How can we use our understanding of visual learning to enhance the mathematical development of young children in our care? What are some concepts and ideas that will help us cater for those children who are more specifi cally visual learners? This article presents a few researched facts and helpful ideas for practical application.
The importance of learning to share
Authors: White Hilary
Published: May 2014

The concept of sharing can be quite difficult for young children to grasp. Turn-taking activities offer a clear and straightforward way of helping children to understand what it means to share with others, as well as the opportunity to practise sharing.
Have yourself a little Olympics
Authors: Cruickshank Sarah
Published: May 2014

For two weeks in August 2008, teams from more than 200 countries will travel to Beijing in China to compete in over 20 different sports.