Outdoor play
Nurturing childrens biophilia
The mud centre
Under threes outdoors
Playing in the gutters
Natures Playground

Early childhood educators tell me a lot of stories when I keynote or train. And since I’ve been speaking and training for almost four decades, you can imagine just how many stories there have been. Lately, though, I keep hearing the same three stories from teachers throughout the country.
The importance of viewing play from the child’s perspective
In early simple dramatic play, children begin to represent concrete actions they have done themselves such as eating their dinner, or seen others do such as driving a car. Moving into more complex socio-dramatic play, however, brings additional cognitive challenges that further develop thinking...
The last few years have seen a surge of interest in woodworking in early years education. Some settings are starting from scratch, while for others it’s a case of dusting down the workbench and digging out the tools after many years of neglect.
Resonating with the work of early years pioneers such as Rousseau and Froebel – as well as Montessori – there has been a recent resurgence of interest in the UK in the potential of the outdoor environment for supporting children's learning.
Actually we all know very many more songs than we think we do, but we just don’t sing them as often as we could! But why is it important that we increase our own and our children’s repertoire of songs?
It is important to make every moment matter in the early childhood classroom. Take a moment to look for how to transform everyday moments into extraordinary moments for young children…and watch the magic begin.
Not all children attend will-equipped nurseries with exciting and challenging outdoor areas. But all early years settings should be providing outside play opportunities regardless of their facilities.
In this fourth article of the Model for Living series we explore play and playfulness, which are key dynamics in early childhood development.
The development of early language and literacy begins in the first three years of life and is closely linked to a child's earliest experiences with books and stories.

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