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Too often, computers are deployed in early years classrooms with little thought about the quality of learning opportunities they provide, says Helen Pinnington

Research shows that teacher belief in a child’s abilities can act like ‘rocket fuel’ for those growing up in poor communities, so staff must take conscious steps to challenge deficit narratives, says Julian Grenier

New data betrays the extent of the problem facing all types of early years settings – from funding to places. That’s something that should worry all in education, including the government, given that it has just set out ambitious learning goals for 2030

Numbers of 3- to 4-year-olds on pupil premium jumped by 8 per cent to 116,500 this year compared with 2021

A new research project hopes to improve the potential of children in the first five years of life - by adding lessons to the key stage 3 science curriculum about how to talk to babies and toddlers. Christina Quaine speaks to the researchers behind the project

In the final piece of a series on how Covid has hit education, academics behind a major research report turn their attention to school staff and the widespread wellbeing issues that lockdown created

Ahead of the launch of the new National Professional Qualification in Early Years Leadership, Cat Scutt, from the Chartered College of Teaching, outlines why the drive for more professional development in EYFS should be welcomed

While the current focus is on academic ‘catch-up’ after the pandemic, we need to bear in mind how the Covid lockdowns affected EYFS pupils’ physical development, too, say these academics

Whole-class story time is still very popular in schools, but research shows that sharing a story in small groups of three or four children is much more beneficial for language development, says Julian Grenier

Academics behind a major study into the pandemic’s impact on early years pupils consider how those with English as an Additional Language were particularly affected – and how settings can help tackle the problem

Too often, the information provided by the progress check is rarely considered by teachers in nursery or Reception classes, warns Julian Grenier, as he argues for change

The authors of a report detailing the impact of Covid lockdowns on early years education outline what the effect could be on future cohorts if more support for the sector is not forthcoming