Arranging and equipping the sand and water area
Treasure baskets
Playing in the sand
Colour and sound in your nursery setting

Early years

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.
With just three folds and a cut, even a young child can create a beautiful star out of a circle of paper.
Just as a teacher’s most important role is ensuring the safety of her students, this is also the most important role of the environment. The better the environment is set up the less time the teacher needs to devote to this critical mission.
One challenge we face is that some of the questions children ask are linked to unobservable phenomena such as death, decay and disappearance. It is these aspects of connection to the natural world that are often the least well-defined, but they can be the ones that fascinate children.
Collaboration, creativity, imagination, inventiveness, problem-solving, coordination, physical strength – when children are given the space and time to freely play outdoors, truly the whole child is able to grow.
In an early years setting, a child’s key person will become a familiar figure while their primary attachment figure is away during the day. Jack's dad has just dropped him off at nursery. Laura, a practitioner Jack knows well, welcomed him as his key person Rose wasn't available.
Regardless of SEN, many children find paying attention a key challenge. A number of proactive strategies can help, such as allowing the use of sensory-rich resources to provide feedback; providing quiet spaces to sit in calmly and take time out; minimising other distractions; and using attractive...
Although a bird may seem like an unlikely role model for teachers, the bowerbird, a small native of Australia and New Zealand, has a lot to teach us about early childhood classroom design.
Unless children actually want to read, they’re unlikely to put in that effort. Endless lessons in ‘phonics’ and ‘comprehension’ won’t make them any keener. In fact, the most motivated children are those who learn to read without much explicit teaching, as a result of pleasurable experiences...
Did you ride bicycles around the block and play Hide-and-Seek outside with friends until you were called inside for dinner? These experiences helped us develop our senses and taught us to self-regulate our actions, preparing us ultimately for the more formal education of school.

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