I am the author of Tip of the Tongue and teacher of a multigrade (mixed-age) class in a disadvantaged area. It was through noticing the word gap in my pupils that I realised I had to focus on the development of vocabulary to improve their confidence and competence with oral language, which would in turn also improve their literacy skills. Read more

As a qualified teacher and previous SENCO I believe in the importance of providing children with sensory breaks. I've witnessed first hand the positive difference a short, active break from the normal routine of the lesson can have on a class. Improving concentration, focus and engagement. I was therefore delighted to try out this valuable resource that provides details of fun, active, sensory movement breaks. Read more

...for the musically nervous! We love listening to your hints and tips, so when one of our friends, Oliver Armstrong, suggested some great ideas for music making, we asked him to write it down so we could share it with you. Read more

In the Early Years we assess children’s learning by observing what children are doing and saying, and many of the observations we make are of ‘wow’ moments. These may take place at unexpected times, often the result of a spontaneous action or response by a child - magical moments! Read more

National Day Nurseries Association (NDNA) is announcing a new commercial partnership with leading early years suppliers TTS and The Consortium. The partnership with RM Resources, the parent company of both TTS and The Consortium, will offer new benefits for NDNA members including discounts on nearly 60,000 products. Read more

We have worked with the communication charity I CAN to develop this guide. Speaking is often confused with other aspects of communication and language. Speaking is the way that someone communicates their ideas, requests and makes observations orally. It is described in the Early Years Foundation Stage profile as ELG 03. Read more

We have worked with the communication charity I CAN to develop this guide to help children understand the sounds they hear and make sense of the world around them. Once children have learnt to listen, they can start to make sense of the sounds that they hear. When they link sets of sounds with objects or actions, children start to understand that sounds have meaning. When these sets of sounds are speech sounds, children hear words and they soon start to learn that words can have an impact on them. This key area of learning relates directly to Early Years Foundation Stage profile ELG 02. Read more

We have worked with the communication charity I CAN to develop this guide on developing good listening and attentions skills. Listening and attention are the most fundamental skills required for learning to talk. This area is specified in the Early Years Foundation Stage profile as ELG01. Read more

Childhood memories of a perfume or potion mixed and swirled with a carefully chosen stick in a humble jar is a treasured memory. Help to create such powerful memories for your children and in doing so enrich them with vital key learning experiences. Read more

Schemas are described as mental structures and also patterns of behaviour that many of us observe in Early Years. As children grow, they experience more, therefore adding to their existing schemas. As they progress through early life their schemas become more co-ordinated and we are able to observe these recognisable patterns of behaviour in young children's play. By observing and noting these patterns of play we become able to understand them better, enjoy their company more and help them to learn in deep and thorough ways. (Bruce, 1997) Read more

I remember meeting the first autistic pupil that I ever had the pleasure and privilege of teaching very clearly. He shuffled down the corridor towards our classroom with his feet seemingly stuck to the floor. When I asked him about his special approach to walking he explained that he had been kicking others on the playground so one of the dinner ladies had told him to keep his feet on the floor. So, that is just what he did…for three weeks. Jake was something really special. Read more

The role play area in a toddler room is, in my experience, a popular and key area of play and learning. Whether the area is set up as a home corner, a hospital, a veterinary surgery, a shop or a Post Office, it offers children the opportunity to play and re-enact actions and scenarios they have seen or experienced first-hand; from an everyday activity, such as making a cup of tea, to more specific situations like going to the doctors. Read more

As a parent of a special needs child, everyday life can present many challenges. There are battles to be fought with education, with healthcare, with getting the right support; even leaving the house can be difficult. It’s exhausting. But sometimes you get a win. You find a way to solve a problem and make your child’s life that little bit easier – and it feels amazing! Read more

The schema of transformation is probably the most complex and the one that holds the most fascination for children. From empty to full, from wet to dry, from solid to liquid, small to big, alive to dead; children want to know what makes these things happen, why, can they be undone, and can I control them? Read more

We all love Mr Men and Little Miss books and the latest creation is particularly timely! Little Miss Inventor is being launched on the 8th March to coincide with International Women’s Day and British Science Week. The blurb says: “Her brain is full of ideas which she turns into extraordinary inventions in a shed at the bottom of her garden” and author Adam Hargreaves intends her to be “a positive role model” for girls. Read more

Outdoor play can often be seen as tricky to set up and manage or is just treated like a play time, but when done well outdoor play is the most amazing opportunity for children (and adults) to learn, explore and discover. Read more