bluuebunny/crossref_metadata_2025 huggingface dataset:
The value of multicultural education
Authors: Denham Debbie
Published: May 2014

A number of nurseries and pre-schools have been criticised by Ofsted inspectors for failing to reflect the diversity of cultures and faiths represented in our society. This is particularly a concern in areas with largely white populations. Some parents and teachers find it difficult to understand the need to reflect the variety of British society when there is little evidence of cultural diversity locally. Although not racist they may feel they have enough to do without introducing the complications of different religions and languages. If this sounds familiar, what can you do to make sure that you are not next to be criticised by Ofsted?
Bodyworks ∼ first steps in dance
Authors: Blanchard Chrys
Published: May 2014

Unless you are lucky enough to have a hall the thought of attempting a movement session can be daunting. However, you will be surprised at what you can achieve if you pile up all the chairs and tables. Don't forget to use outside space, too.
The value of technology in early years
Authors: Daniels Ursula
Published: May 2014

Adults usually see technology as computers but, in the broadest sense, it also includes tape recorders, video recorders, fax machines, electronic music devices and programmable toys. Often adults use a tape recorder to play songs and rhymes, but they do not think of letting the children learn to work it themselves or to record their own voices or other sounds. Adults set a video recorder or replay a recorded television programme without explaining in simple terms how it works.
Due for inspection? What about technology?
Authors: Daniels Ursula
Published: May 2014

‘They’, of course, are Ofsted - or to be more accurate the Registered Nursery Inspectors who are currently visiting preschool settings.
Writing an action plan
Authors: Jones Caroline
Published: May 2014

After the oral feedback from an inspection the immediate reaction of providers is one of relief that it's ‘all over’ and the next inspection seems a dim and distant dream. However, once the initial euphoria of surviving the inspection has settled and the report is received, it is important to remember the purpose of the inspection. The inspection process is not merely an instrument for validating providers to receive funding. Inspection is also the process of identifying the strengths and weaknesses of the setting, in order to improve the quality of educational provision for four-year-olds.
Thinking of others
Authors: Button Lesley
Published: May 2014

It is important that the nursery setting is a warm and caring environment and that every child feels they have a part to play in maintaining this ‘feel good’ factor. New children need to be made to feel welcome and secure. We use circle rhymes using names not only to introduce new children but to help them learn other children's names. It also encourages the group to be aware of the need to welcome and involve: ‘Hello Sarah (x3) how are you today?’ This can be followed by a personal question - How is the new baby? Is mummy feeling better? This not only helps to personalise the relationship but encourages the child to share information and others to listen until it is their turn.
Playing with words
Authors: Wybrant Pam
Published: May 2014

Nursery rhymes, stories, songs, poems, word games and alliterative word play are important tools in promoting and extending language development in young children, says Pam Wybrant
Floating and sinking
Authors: Daniels Ursula
Published: May 2014

Many pre-school settings have a water tray always available, others can only use water outside - which can be a problem on cold winter days. Even if the children are not able to play freely with water inside, a bucket or a washing-up bowl could be used in a supervised activity provided that the floor is well protected. Check whether another area, such as the entrance, has a floor surface that is less likely to be damaged.
Improving your balls skills
Authors: Taylor Pam
Published: May 2014

Children are expected by the time they are five to have had experiences that enable them to use a range of small and large equipment with increasing skill and confidence. (Desirable Outcomes 1996). A skill is a ‘learned ability to reproduce specific patterns of movement which achieve desired outcomes’ (Lee 1991). As teachers of young children we need to provide plenty of opportunities for children to master new skills using a ball in various ways. What is a simple straightforward skill to us will need to be broken down into many stages before a child will become competent at it.
Resources round-up
Authors: Denham Debbie
Published: May 2014

Books are a wonderful way of preparing children for Christmas. Whether you want to explain the Christmas story to them or just to help them have an understanding of the giving and sharing that Christmas engenders, then there is a book available. I have mentioned some of my favourite titles but this list is by no mean exhaustive.
Making shadow puppets
Authors: Coller Elizabeth
Published: May 2014

There are various types of puppets - string or marionettes, glove, finger, hand, rod and shadow. All of these can be made out of anything, from scrap materials, paper, card, socks, gloves, tubes, lolly sticks to yoghurt pots. New materials and resources are easily obtainable from most craft shops. Puppet making is an inexpensive appealing activity which is only restricted by the size of your imagination. An inanimate object can be transformed into a puppet by a few props and a voice.
A-Z of child health
Authors: Shabde Dr Neela
Published: May 2014

Meningitis is an inflammation of the meninges, the membranes covering the brain and spinal cord. It results from an infection with bacteria or viruses. A number of viruses may cause meningitis. Although bacterial meningitis is a very serious illness, it is still uncommon.
Studying for an NVQ
Authors: Robinson Maria
Published: May 2014

National Vocational Qualifications (NVQs) were developed so that people could train while ‘on the job’. They also take into account any work you may have already done in early years. You obviously have to be in an appropriate, related setting in order to achieve your NVQ but you can be either in paid or voluntary work.
Literacy in the outdoor play area
Authors: Din Rubina
Published: May 2014

All children enjoy talking about things which are relevant to them. They like talking about their immediate environment and enjoy a real-life approach. The outdoor play area can provide opportunities to develop this in a context.
Inspirations for Autumn
Authors: Whiteford Rhona
Published: May 2014

There’s something exciting about that first chill in the air that heralds autumn. The season of mists and mellow fruitfulness comes with leaves to kick or crumble in your hands, new musty smells, and the sound of leaves rustling as they’re blown across the pavement.
Number 1 and number 2
Authors: Catterall Rona
Published: May 2014

The ten symbols 0123456789 are so important. We use them to make every number in our number system and we must make sure that our children are confident in using these symbols as they form the basis of arithmetic.
Buying tables and chairs
Authors: Roberts Ann
Published: May 2014

The Children Act 1989 refers briefly to the style and provision of tables and chairs within early years settings, but the implications of these basics can be much greater than you think - the shape of the table and its impact on the arrangements for the peace talks at the end of the Vietnamese war, for example, was cause for much debate.
The value of television and radio
Authors: Towers Jenny
Published: May 2014

‘There are many myths about television and children. These include misconceptions about how youngsters use it, how actively they respond to it, and how much and in what ways they are changed by it. There is a bias towards thinking ill of television when the medium deserves a fair hearing. Television is not a one-eyed monster.’
Time for talk
Authors: Bessinger Lisa
Published: May 2014

Being able to see similarities and differences between things is a vital skill for young children as it provides a foundation for later learning to read and write. Here are some ideas for games to play which will help them develop that skill.
Creating a quality environment: displays
Authors: Whiteford Rhona
Published: May 2014

The learning environment that we provide for children needs to stimulate and motivate them, extend their knowledge, develop their aesthetic awareness, reinforce things they've learned, show an example to follow and reward them by improving their self-esteem.
Bilingualism: a help or a hindrance?
Authors: Din Rubina
Published: May 2014

Bilingual children start learning a language from the day they are born. They have been interacting with their parents so are sophisticated language users when they arrive at nursery or pre-school. But for many of these children this is when their cognitive development becomes delayed.
Messing about with water
Authors: Hislop Vicky
Published: May 2014

Water play really begins at home - in the bath, in the kitchen sink and in the paddling pool during the summer. To make the most of this fun activity you do not need to spend a fortune. Here are some ideas
A-Z of child health
Authors: Shabde Neela
Published: May 2014

Whooping cough is a serious childhood illness with potentially severe complications caused by a bacterium called bordetella pertussis. It can be particularly dangerous in young children under one year of age. It is now uncommon in Western countries because of immunisation programmes. It is important to remember that it is an infectious disease which is preventable.
Meeting the needs of the visually impaired child
Authors: Austin Keeva
Published: May 2014

The Code of Practice on the identification and assessment of special education needs came into effect on 1 September 1994. It was issued in response to the 1993 Education Act. The code includes the principle that, wherever possible (and subject to parental views) children with special educational needs should be educated in mainstream schools. This includes the education of the under-fives and so we can expect to see visually impaired children in our pre-schools.
Using nursery rhymes: Incy Wincy Spider
Authors: Davison Shirley
Published: May 2014

If activities are carefully planned and well organised one simple rhyme can provide a whole host of enjoyable activities that not only help develop language and vocabulary but other skills as well. You can promote children's personal and social development through co-operative games. You might also be able to incorporate activities involving periods of concentration and, importantly, independence. If the activity was enjoyable the children will want to go back to it time and time again, often using their problemsolving abilities to adapt it to meet their particular needs or interests.
Schools and pre-schools: working together
Authors: Wildeboer Beverley
Published: May 2014

Partnership is a familiar word in early years. There are now various models of schools and early years settings working together to provide a better service for young children, particularly four-year-olds who divide their time between pre-school and the school reception class.
How writing emerges
Authors: Hedley Sue
Published: May 2014

Harriet Inedell (1898) wrote: ‘Scribbling is to writing what babbling is to talking. As a babbling child thinks he talks, so the scribbling child thinks he writes. One is as natural to him, as universal, as much a part of his growth as the other. He needs no urging to practise either.’
How to encourage emergent writing
Authors: Hedley Sue
Published: May 2014

When young children come to nursery they have already taken major steps towards the mastery of spoken language. Without any formal instruction children's ability to speak fluently emerges gradually as they unconsciously construct their own language rules, test them out and refine them. The ability to speak correctly grows as children observe, listen and interact with their environment. Eventually, and naturally, children learn to talk - without drills or vocabulary quizzes.
Employing Modern Apprentices and National Trainees
Authors: Wildeboer Bev
Published: May 2014

Your resources are limited, so you need to make informed decisions, based on sound financial considerations as well as good early years practice.
Drugs education: helping children make informed choices
Authors: Lister Joan
Published: May 2014

It's 9.30 am - the sun is streaming through the windows of the local playgroup, held three mornings a week in the ground floor apartment of a three storey building in the leafy suburbs of the city. The children, aged three and four years, are arriving and keen to present their playgroup leader with the gifts gathered over the weekend for their treasure table - a beautiful shell, a colourful pebble, an exquisite piece of lace from grandma … a piece of cannabis resin!
Christmas around the world
Authors: Harries Judith
Published: May 2014

Present giving is an essential part of Christmas in all countries, originating from the story of the three wise men who brought gifts for the baby Jesus.
Parachute play
Authors: Evans Jean
Published: May 2014

Begin all parachute activities in a large space and have some simple warm-up activities. Spread the parachute on the ground and position the appropriate number of children and staff around the edge so that each person has a handle to hold. Make sure staff are spaced evenly amongst the children. Hold the handles, pull the parachute taut and lift it up and down. Try raising it as high as possible to form a mushroom before lowering it to the ground. Waft it up and down until the children can feel the air movement. What sound does it make? Try flapping it slowly and gradually increasing the speed. What happens to the sound? Now walk slowly around in a circle holding a handle with one hand, perhaps singing as you walk.
Make a millennium calendar
Authors: Harries Judith
Published: May 2014

Don't be put off by the long list of materials you need - making the calendar is not as complicated as it sounds!
Tessellating tiles
Authors: Taylor Rebecca
Published: May 2014

Talk to your child about shapes that fit together (this is also known as tessellating). Go for a walk and see if you can find any examples. Rectangles often fit together to make pavements. Squares fit together to make tiles in the bathroom or kitchen
Using a woodwork bench
Authors: Compton Muriel
Published: May 2014

So much of a child's world today is plastic and disposable. Wood is a natural material which is all around us if the children's attention is drawn to it. It is pleasing to work with as it can be soft or hard, heavy or light, rough or smooth. It differs in smell, colour and grain. A block of wood can be a dinosaur, a robot, a mobile phone or simply a piece of wood with nails in it.
Retelling narrative: Goldilocks
Authors: Sparks Linfield Rachel
Published: May 2014

The use of puppets, pictures and teddy bears will help children to order their thoughts whilst at the same time increase their enjoyment of both the story and its retelling. After the first session, in which ‘Goldilocks and the Three Bears’ is introduced, you can choose to do the activities in any order over a number of days, weeks or months.
Mixing maths and PE
Authors: Coates Brian
Published: May 2014

Good practice in physical development involves having clearly identified areas of activity, for example gymnastics, dance, games and outdoor play. Skills and experiences can be developed through play but the children will improve their spatial awareness and physical skills through a balanced and structured programme which targets specific Early Learning Goals in different areas of learning. These activities show how you can develop mathematical ability.
Hop, skip… and count
Authors: Coates Brian
Published: May 2014

This variation on hopscotch is a good game for encouraging counting. All you need is some chalk and a dice. Using the chalk, draw a simple snake on to your garden path or patio. Divide it up into sections numbered 1 to 10.
Learning more about 3-d shapes
Authors: Taylor Rebecca
Published: May 2014

Many children will have only experienced 2-d shapes by looking at outlines in books. However, 3-d shape is a concept that young children will experience before they begin pre-school or nursery and so this is a great topic for the early years.
Creating a challenging maths environment
Authors: Sullivan Stef
Published: May 2014

Many people readily admit to hating maths. One of the problems is that maths is seen as an isolated and difficult subject, as opposed to language which we are used to seeing and hearing all around us all the time. So it is important to make sure that maths is an integral part of the children's learning environment from the outset.
Establishing codes of behaviour
Authors: Austin Keeva
Published: May 2014

Children reach conclusions about right and wrong not so much from what staff say, but from the examples they set and the atmosphere within the setting or school. Codes of behaviour and positive attitudes should be implicit in the learning environment. For example, the choice of books, toys and equipment should show the children that it is right for all people to be equally valued and respected.
Understanding how stories work
Authors: Graham Jo
Published: May 2014

Stories provide an exciting way into worlds children could not otherwise visit. Because they are such an appropriate way of giving children information, we often use them to spark off interest in a subject. It is less usual for pre-school children to be encouraged to think about how stories work. However, researchers argue that children who think about the way they use language become more confident language users. This seems to make sense. As children grow older we ask them to write stories, yet they may have little experience of thinking about what makes a story and the types of story there are.
Identifying initial letter sounds
Authors: Davison Shirley
Published: May 2014

The first stage of recognising initial letter sounds must be through hearing them, not the identification of the letter character to match the sound. This will come at a later developmental stage. The first objective should be to ensure that the children can hear, identify and repeat the sound correctly. Other important points to consider are developing the children's vocabulary so that they are able to identify objects that will be used in games and ensuring that the children encounter the activities in a relaxed, stimulating and fun way.
Catching practice with balloons
Authors: Newman Karen , Jarvis Matthew
Published: May 2014

Catching involves several different skills which fall into two groups. Firstly, there are those which can be taught with adult direction, for example how to position your hands for a successful catch. The second group consists of skills that cannot be taught; they are learned through practice. When a throw is made, we have a split second to judge the height, speed and direction of the object to be caught. Past experience helps us to make a decision about where to position ourselves best to make a successful catch. Whilst this action may be almost reflexive in adults, children need extra time to process this information. For this reason, we suggest using balloons for early catching practice.
Drama through rhymes
Authors: Harries Judith
Published: May 2014

Young children enjoy rhymes. They respond to the pattern and rhythm inherent in rhyming words. Many picture books use rhyming text and even very young children can be helped to fill in missing words in a story or poem if they rhyme. It's easier to learn words if they have metre and rhythm and so you can encourage children to recite simple poems and rhymes with increasing confidence and expression.
Communication delay
Authors: Crampton-Hayward Tania
Published: May 2014

By the time a child is three, they should have mastered all the skills necessary to communicate with the adults and children in their environment. However, studies show that approximately seven per cent of all children in the UK do not develop those skills. We look at one specific area of development that contributes to children experiencing communication difficulties - speech and language impairment
Promoting environmental awareness
Authors: Coulter Jacqueline
Published: May 2014

Piaget (1896-1980) referred to this inquisitive stage (0-2 years) as the ‘sensory-motor’ stage of child development.
Training: Mathematical Development
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.
Training: Knowledge and Understanding of the World
Authors: Marsh Lin
Published: May 2014

Begin by welcoming everyone. Spend a short time (15 minutes) recapping on the handout from the previous session. Lead a brief discussion encouraging people to share some of their thoughts and experiences relating to the Early Learning Goals for Mathematical Development. Make notes of any shared ideas, thoughts or findings which people might find useful in their own practice. Keep these notes to refer to in future sessions.
Fish counting game
Authors: Lyell Dawn , Goulson John
Published: May 2014

This game gives children the chance to practise counting in a context which is fun. The rules are simple, and the aim first of all is to collect five fish.
Identifying and supporting more able children
Authors: Sutherland Margaret
Published: May 2014

In Africa there is a saying: ‘When you plant a tree, never plant only one. Plant three – one for shade, one for fruit and one for beauty.’ This may also be sound educational advice. In a world where there would appear to be increasing pressure to excel, it may be that practitioners are planting only one tree – we see children in terms of their ability to be ‘fruitful’ or ‘achieve’ school targets.
Providing for all children: differentiation, consolidation and extension
Authors: Fisher Sue
Published: May 2014

Within any early years setting, there will be wide variations amongst the children in terms of development and maturity as well as family, religious and cultural background and special needs. All children joining your group or class will therefore have differing experiences, interests, skills and knowledge which will affect the way in which - and the pace at which - they learn. You need to be aware of the importance of planning to meet a diversity of needs.
Saying sorry
Authors: Harries Judith
Published: May 2014

Young children should not be expected to say sorry spontaneously until they can understand what it means, and this requires an empathy which is only just beginning to emerge in the pre-school years. However, we should all be encouraging the development of this quality in the children in our care. The Early Learning Goals highlight the importance of setting a good example. If practitioners show awareness of the needs of others and consider the effect of their actions and words, children are also likely to develop such skills and attitudes.
Understanding heavy and light
Authors: Garrad Barbara
Published: May 2014

Some children will enter the Foundation Stage understanding the concept of heavy and light, heavier and lighter. You need to provide the stepping stones to extend this understanding. Well planned play is a key way in which children learn with enjoyment.
Supporting refugee children
Authors: Hyder Tina
Published: May 2014

We've all seen the terrible images of war and violence from around the world on our television screens and in newspapers. Sometimes the horror can seem a long way from our daily experiences of working with young children. But this may not always be the case. Young children whose families have been caught up in conflict may well arrive in the UK as refugees looking for a place of safety.
Trucks and trains
Authors: Garrad Barbara
Published: May 2014

Using one closed egg box with a cardboard tube stuck in it to make a funnel, and several open egg boxes tied on behind, you can make a train whose journey around the house will create fun and games and encourage your child to count to ten and recognise the numbers one to ten. In this way, you will be supporting your child's development and helping them to meet one of the mathematical requirements of the Foundation Stage curriculum.
Making paper flowers
Authors: Brooke-Taylor Sarah
Published: May 2014

During this creative activity, the children will be using skills of planning, cutting, folding, joining, manipulating and designing, as well as handling tools and various materials. Social skills such as co-operation play a big part, too - sharing scissors, taking turns with the glue, helping each other with folding and sticking. You'll also be promoting language skills and the exploration of twoand three-dimensional shapes.
Involving children in your planning
Authors: Quinlan Clare
Published: May 2014

In my setting we have wrap-around provision integrated into a 39-place nursery class in a primary school. Children are in our extended day care from the age of three until they are eleven. We feel that it is important for all children to have a say in what they want to do just as they would in a family context. We try to encourage in our children a high level of confidence so they feel valued and respected and see children taking responsibility for their learning as an important element of this.
Resolving conflicts between children
Authors: Underwood Rachael
Published: May 2014

In all settings, however well planned and organised by the adults, young children have conflicts with each other. They have conflicts over materials, for example when two children both want the same toy. They have conflicts over space, for example when one child wants to build a roadway and another wants to build a huge rocket in the brick area and they have social conflicts over friendships.
Writing a policy for equal opportunities
Authors: Gooding Kate
Published: May 2014

Putting together an equal opportunities policy is not an easy task but a clear and effective policy on equality of opportunity is essential in all settings. Equality of opportunity should be reflected in all of your policies. It is not enough to have a ‘stand alone’ equal opportunities policy. A real commitment to equal opportunities should be part of the overall policy and practice of the setting, not a separate after thought.
Ideas for outdoor art
Authors: Irving Dianne
Published: May 2014

Children's creativity and imagination thrives outdoors. Just being outside makes you feel different - there are different sights, sounds and smells as sources of inspiration, not to mention resources. The outdoor environment also offers opportunities for working creatively on a large scale - on huge sheets of paper or even walls and paved areas.
Choosing an animal and how to care for it
Authors: Creary Carole
Published: May 2014

Before acquiring your pet think carefully about the learning you hope to get from it. Has it been planned as part of your scheme of work? Is it a long- or short-term project? Is there time on the timetable each day to care for it? Who is going to supervise the children during feeding and cleaning out sessions? What will happen to it at weekends and holidays? Do you have sufficient funds to meet any vet's bills that may arise? Above all, what are the needs of the animal?
Evaluating your resources in an anti-racist framework
Authors: Mane Nandin
Published: May 2014

Children from a very young age pick up messages from everything and everybody around them - the language they hear, the toys they play with, the images they see in books, in window shops, on TV. The impressions that children form of each other and the assumptions that are made about each other are influenced by the nature of these messages - whether positive or negative.
Using the book corner for maths
Authors: Garrad Barbara
Published: May 2014

Whatever your book display area consists of, a good starting point is to get the children to sort the books in order of size.
Using rhymes and stories
Authors: Garrad Barbara
Published: May 2014

Nursery rhymes and poems are an excellent way to help your child to develop the skill of counting. Many rhymes mention number:
The language of movement
Authors: Austin Keeva
Published: May 2014

Children need to know where they are in space and how they relate to objects and people around or near them. This involves the understanding of direction (up/down, over/under, to the right/to the left, forwards/backwards) and position (inside/outside, on/in, under/over, top/bottom, high/low). Actually doing an action linked to a word will help develop a clear understanding of the word and give them the ability to comprehend the dimensions of space and the relationship of their own bodies to space.
Trips on trains, boats and planes
Authors: Milner Angela
Published: May 2014

Travelling provides different experiences, views and vistas and allows children to begin to develop as geographers and to develop their spatial awareness, their sense of direction, their knowledge of appropriate geographical vocabulary and their early mapping skills.
Working with wood
Authors: Evans Jean
Published: May 2014

When working with wood always allow children to explore tools and materials freely and, even when making a specific item, let the children use the materials provided to express their ideas rather than work towards identical end products. Give them time to experiment and the opportunity to learn through all of their senses.
The value of applying early number skills
Authors: Newman Karen , Jarvis Matthew
Published: May 2014

Number skills are so important, it is not surprising that such a lot of time is devoted to teaching them to children. Number has traditionally formed part of ‘the three Rs'; its status, alongside literacy, is assured in the primary school via the daily maths lesson. Toy manufacturers produce games, puzzles and toys designed to help children recognise numerals, and parents can buy books of worksheets so that their offspring can spend hours copying numbers to give them a head start over their peers.
Using your community as a resource: the local shops
Authors: Milner Angela
Published: May 2014

Any shopping scenario can be recreated to provide learning and play experiences, from a garden centre to a market stall, a newsagents to a hypermarket, a shoe shop to MacDonalds, Argos to the Trafford Centre. Children can explore shops that provide goods for people to buy and take away, shops that sell things to order such as new kitchens, or places where services can be bought such as travel agents or the dentist. Whatever the play environment, it should be based on children's first-hand experience and you should involve the children in recreating it as closely as they can.
The value of group friezes and displays
Authors: Sparks Linfield Rachel
Published: May 2014

Group friezes may brighten up a dull room or fill an empty wall, but they should never be seen simply as wallpaper. There are many reasons why contributing to a group frieze is beneficial for children's development. Each child contributes to and feels ownership for the final product. They have the opportunity to develop creatively as well as collaborate with peers and adults. But if group friezes are to help children to develop creatively, thought must be given not only to what will go in them but also to children's involvement in the planning, preparation, production and completion of them.
Developing your SEN policy
Authors: Fisher Sue
Published: May 2014

You may have inherited an existing policy which will need amending to fulfil the requirements of new legislation or you may need to devise a completely new policy. Either way, the policy must promote equal opportunities and the inclusion of children with special educational needs and this is an ideal opportunity to analyse your special needs provision and identify what you really want to do.
Moving at different speeds
Authors: Harries Judith
Published: May 2014

Children need numerous opportunities and lots of space to explore moving at different speeds and discover how their bodies work. In this way, they will gradually become more aware of the space and other children around them and how to move safely, especially at high speed.
Using nursery rhymes
Authors: White Hilary
Published: May 2014

Nursery rhymes need to be sung and recited regularly so that children can learn the words, rhythms and tunes. You might set aside time to do this at the end of a group session. You can also use them for gaining attention at the start of a session, particularly with new children who may know some of the rhymes from home. This is where the old favourites, such as ‘Baa, baa, black sheep’ and ‘Humpty Dumpty’ come in useful. You may prefer to plan a weekly or twice-weekly session where you introduce new rhymes and sing and recite rhymes that the children know well.
Making the most of a cassette recorder
Authors: Beswick Clare
Published: May 2014

The possibilities and potential uses of the cassette recorder are endless. It offers an alternative way to preserve and celebrate children's work, can be used to enhance home links and partnerships with families and the wider community, as well as to support activities in all areas of learning.
Using your community as a resource: religious buildings
Authors: Milner Angela
Published: May 2014

Religious buildings tend to stand out because they look different from other buildings in the local environment. Some are new and purpose built, others are older and although they may have been designed for worship, or as a religious meeting place, are now used for something different.
Miss Polly had a dolly …
Authors: Moran Jane
Published: May 2014

Cut out the pictures below and stick them onto cereal packet card to make them stronger. You can add extra pictures of your own with your child's favourite toys on them.
Sorting leaves
Authors: Newman Karen
Published: May 2014

Collecting and sorting leaves is a popular activity at this time of year. If you want to find out where children are in their understanding of key mathematical concepts, then it is also one that can provide you with a lot of information about their stage of development.
Using your community as a resource: building sites
Authors: Milner Angela
Published: May 2014

We all live in changing environments. Nowhere is that more clearly visible to young children than in their own immediate locality when buildings are demolished, adapted, redecorated or when new ones suddenly appear.
It's in the bag!
Authors: Coulter Jacqueline
Published: May 2014

Do you worry that your child is not getting enough fresh air or exercise? Here is an idea for a fun-filled physically challenging game that will soon get you and your kids running around!
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.
Building teams
Authors: Rodd Jillian
Published: May 2014

Although teamwork is considered to be an important aspect of work in most organisations, building and becoming a team is not an easy task. Many people assume that because a group of people work together, for example as early years practitioners in settings, as members of committees or governing bodies or as members of Early Years Development and Childcare Partnerships, they automatically become a team. In fact, it is a delicate interplay between manager and staff that requires concerted and ongoing effort by everybody to galvanise a group of individuals into an effectively functioning and cohesive team.
Bullying in the early years
Authors: Elliott Michele
Published: May 2014

Kidscape, the national charity committed to keeping children safe from harm or abuse, gets 16,000 calls a year and more and more of them are about young children and bullying. We are not talking about the normal argy bargy, pushing and shoving that young children engage in. The parents are telling us that their children are being singled out and deliberately targeted by other children Although some of these bullies are just going through a phase, others will go on to become chronic bullies even into adult life.
Recording change
Authors: Graham Jo
Published: May 2014

Change is a powerful concept. If something is always there and always the same, why bother to find out about it or try to explain it? When something changes, however, our interest is captured. Noticing and explaining changes can be a great way to unleash children's curiosity and awaken imaginations.
How to start gardening
Authors: Mountain Julie
Published: May 2014

Gardeners like to say that a garden always gives back more than it receives. Even the smallest effort is rewarded, and for young children the chance to garden can be the start of many years of fulfilment. Developing and caring for a garden in your setting could be just what you need to interest children in their environment.
How does your garden grow?
Authors: Mountain Julie
Published: May 2014

A good way to spark off an interest in growing things is to buy a couple of gardening magazines with lots of bright, colourful pictures in. Look at them together, talking about what you see and cutting out pictures to make collages or plant labels. There's no need to spend a lot of money – one of the best places to find gardening books and magazines is charity shops and jumble sales. Let your child help you look for them.
Using your community as a resource: the natural environment
Authors: Milner Angela
Published: May 2014

The natural environment is anything from the open countryside, a local park, garden or hedgerow to your own small outdoor area, a piece of grass or patch of soil. They all have the potential to develop children's knowledge and understanding of the world in a meaningful and enjoyable way.
How children learn to think
Authors: Wallace Belle
Published: May 2014

Recently, there has been much research into how the brain develops and functions, and there is a growing acceptance that everyone is born with the capacity for thinking: but it is only through stimulating experiences in the home and in the wider world that this capacity is transformed into an active repertoire of tools for thinking and feeling.
Exploring emotions: feeling lonely
Authors: Bayley Ros
Published: May 2014

The need to feel loved and accepted is a strong and fundamental human need. We all need to feel part of a group and know that, in whatever way, we can make a personal contribution to that group, but this is not always easy.
The Grand Old Duke of York
Authors: Frankish Lorraine
Published: May 2014

Young children are not fully coordinated and their bodies do not always move as they want. Physical activity helps increase their confidence in what they can do and lets them experience what it feels to be healthy and active.
Making colour discovery bottles
Authors: Tumelty Barbara
Published: May 2014

Start two to three weeks before you want to make the bottles by setting up a collection area. Ask parents for clean, clear plastic drinks bottles and explain what you want them for. Collect different styles and sizes, straight, ridged or curved in the middle. Interesting shaped bottles make for attractive displays.
I spy some signs of autumn
Authors: Graham Jo
Published: May 2014

Autumn is a time of changes. Warm, long, summer days turn into cold, short winter ones. All around us we can see nature preparing for the winter months. Some trees drop their leaves. Some animals get ready to hibernate. Some birds migrate to warmer countries. The evenings get darker earlier. Children need to notice these changes so they can begin to understand them. Use this I spy sheet with your child and see how many autumn changes they can spot.
Promoting painting skills
Authors: White Hilary
Published: May 2014

The first step in promoting painting skills is to organise your setting and gather a range of paints, papers and painting tools.
Supporting children with lazy eyes
Authors: Lightstone Anita
Published: May 2014

To have really good quality vision, it is essential for both eyes to see well. By having two good eyes, not only do we have a spare should injury or disease affect the function of one eye later in life, but we also get more information about the world about us. When the eyes work together as a pair, this is referred to as having binocular vision.
Interviewing new staff
Authors: Wildeboer Bev
Published: May 2014

Before you start to interview prospective employees, you need to give careful thought to several issues and make decisions about when and where the interview will take place, who will be involved, what you're going to ask, what you're going to get the candidates to do (if anything) and what information you'll need. Some of these will overlap, but let's look at the issues involved.
Exploring emotions: feeling irritable
Authors: Bayley Ros
Published: May 2014

We all feel irritable from time to time, but this is a difficult emotion for children to understand. As adults, we are usually, although not always, able to rationalise and find reasons for our feelings of irritability, which at least goes some way to helping us cope with what we are feeling. For children, who have not yet developed this ability, such feelings can be uncomfortable and distressing.
The magic carpet
Authors: Catterall Rona
Published: May 2014

It was the middle of the holidays. Dad had been out all morning at a car boot sale. He came home with an old carpet he'd bought. Mum wasn't very pleased.
Playing copycats
Authors: Heald Chris
Published: May 2014

One of the best things to do to help your child learn to play with another person is to play a copycat game, where one person does something (such as standing on one leg) and the other person does the same. Even quite young children have lots of fun doing this. Eventually this should lead to cooperative play with another child as a partner. This is something they will start to do more in PE at school, when they are older.
Language, listening and learning
Authors: Palmer Sue
Published: May 2014

Speech matters. We need it to communicate and co-exist with others, to explore and express our experiences, to proclaim our needs, hopes, fears and passions. We need it to think and learn – not least to learn the skills of literacy. ‘Reading and writing’, said educationist James Britton, ‘float on a sea of talk’.
Talk versus telly
Authors: Palmer Sue
Published: May 2014

The recent finding that four out of ten children aged three and under have a television in their bedroom has alarmed child psychologists and language experts.
When children find it hard to settle
Authors: Lindon Jennie
Published: May 2014

Have you ever been worried about a child because they seem to find it hard to settle? There can be some varied patterns of how children look when they are struggling to feel at ease. For instance:
Ideas for science trays
Authors: Moran Jane
Published: May 2014

Here are ideas for 18 different science trays which can be as simple or as complex as you want them to be. The objects can be collected and stored until you need them, and rotated in the trays at regular intervals - it is a good idea to send a note out to parents to ask for donations. The number of trays you put out at a time will depend on how much space you have and how many children are in each group.
Dancing on the ceiling!
Authors: Heald Chris
Published: May 2014

Large amounts of space are not always available for movement activities at homes. However, ceilings are not usually covered in furniture and can give an illusion of space if you and your child lie on your backs and look up. Then you can try dancing on the ceiling, lifting your legs up in the air! You can even pretend that the ceiling is an ice-rink and do some skating!
When children turn to physical aggression
Authors: Lindon Jennie
Published: May 2014

It is a serious matter when children use rough physical methods to express strong feelings or resolve their daily problems. Children on the receiving end can get physically hurt. They may also develop wariness, even fear, of a child whose first choice is to use fists rather than words.
The Sikh festival of Baisakhi
Authors: Howard Christine
Published: May 2014

In the past, a lot of the work which has been done around religious education has concentrated on children learning about the religion. Facts are easy to teach and relatively uncontroversial. However, if this is all that happens, there is a real likelihood that religion will be seen as irrelevant, and nothing to do with everyday life.
Here we go round the mulberry bush
Authors: Heald Chris
Published: May 2014

You can share familiar rhymes with your child and encourage them to be creative by adding personal touches to well-known rhymes and changing them to suit what is happening in your life or home.
A history of early years: The birth of playgroups
Authors: Penn Helen
Published: May 2014

After the war, working mothers and their children were an unpopular cause. The psychiatrist John Bowlby lent his weight to the view that mothers should stay at home to look after their children. He saw many children who had been affected by war and believed that young children needed continuous loving care.
When children struggle to cooperate
Authors: Lindon Jennie
Published: May 2014

It's tempting when you're frustrated or tired to label children as ‘uncooperative’, ‘awkward’, ‘argumentative’, ‘confrontational’ and various other words that place most of the responsibility onto the children. Some children's behaviour can pose a challenge, but the behaviour of some adults towards children can fairly be described as confrontational. Resolving the problems that arise is a joint task, not to be solved by deciding that individual children are the whole problem.
Resources to support: Communication, Language and Literacy
Authors: Pearson Linzi
Published: May 2014

Try to have a variety of books available. Include:
Your role in children's play
Authors: Wood Elizabeth
Published: May 2014

The Foundation Stage guidance argues for a combination of adult- and child-initiated play. It challenges the way that you think about good quality play, and how this can best be supported, particularly how children can be involved in planning play, and realising their own purposes.
Understanding mathematical words
Authors: Williams Helen
Published: May 2014

As children move through the various stages of their education, acquiring appropriate vocabulary helps them to join in classroom life. Good language and communication skills are also important in helping them to think and reason. Think about how you encourage all children to talk about their mathematical activities while they take part in them, as well as afterwards. Responding to a child's attempts to describe what they do and what they notice, helps promote confidence in speaking. Over-correcting will make children less willing to respond and try out new words and phrases.
Make your own skittles
Authors: Stevens Judith
Published: May 2014

Physical development is important because it helps children gain confidence in what they can do, and feel the positive benefits of being active and healthy. Children need to develop their large motor skills, such as running, jumping, climbing, kicking and throwing, so that they can develop the fine motor skills that they need for drawing, cutting and writing.
Working with a play therapist
Authors: Gordon Clark Lisa
Published: May 2014

It is becoming more and more common for a play therapist to work with a child on school premises. This means the relationship between the professionals involved is vital. How well you work together and understand one another may have a bearing on the effectiveness of the therapy. If significant adults in the child's life are supportive the child is more likely to respond and the work has a better prognosis if there is a sense of team commitment.