We've re-created the courses and events listings, which you can find on the navigation bar on the left hand side (under 'Resources'). Courses or events are listed in date order, with most recent first, and the index page shows their approximate location for convenience.

If you haven't yet had a chance to try out our Progress Recording and Monitoring System (PRAMS) software, why not give it a try (subscribing members only). Intended as a system for recording observations and assessing them against the development matters statements of the six areas of learning, the program is intended primarily for FS1 providers and can be found in the Resource Library, or by clicking here.

A new document from National Strategies, Challenging practice to further improve learning, playing and interacting in the EYFS is available here. The aim of the material is to further raise the quality of learning and teaching in EYFS settings, and to develop practitioner understanding of pedagogy, whilst narrowing the gap in outcomes for the most vulnerable children and improving outcomes for all children.

The Early Childhood Unit of the National Children's Bureau are running the Firm Foundations Campaign. The aim of the campaign is to promote the need for quality and investment in early years services and it has five key messages:

A universal entitlement to high quality early years education and care for all young children
Real partnership with parents and families in educating and caring for young children.
Consolidation and continued improvement of recent developments in early years education and care (including the Early Years Foundation Stage and children's centres)
Greater investment in early years education and care to reduce inequality and tackle disadvantage
Development of a good quality early years workforce through improving training, pay and conditions.

Patricia Durr from the ECU told the Foundation Stage Forum:

"We want as many people as possible to sign-up and contribute to the campaign to demonstrate the support that there is out there for early years services and to make some noise about it!"

If you agree with the broad aims of the Campaign to promote and secure early years education and care for all children, the Early Childhood Unit invite you to sign-up as a supporter. To find out more, click here.

New Local Authority Members. We're delighted to inform you that Manchester LA have joined the FSF County subscription scheme. North Tyneside, Gloucestershire, Windsor & Maidenhead, Norfolk, Guernsey and Staffordshire have renewed for a second year and LB of Barnet, LB of Richmond and Northumberland are renewing for the third year. A special welcome back for Leicestershire, Stockton-on-Tees and Brent who have just renewed for a fourth year. I am especially pleased to announce that Hampshire, Birmingham and Cambridgeshire have just renewed for a 5th Year: welcome back! If you work in any of these authorities and would like to take out a free subscription, please click here. Current members from these authorities need do nothing: their account subscriptions will automatically be renewed.

New: Mar 1, 2010

Recent Ofsted Reports: What have Inspectors Focused On? (Part 4)
The final part of our series on recent Ofsted reports. In this article we look at inspectors' recommendations and judgements around the EYFS theme of Learning and Development.

New: Feb 9, 2010

Recent Ofsted Reports: What Have Inspectors Focused On? (Part 3)
In our third of four articles looking at recent Ofsted reports, we outline those issues that have appeared frequently over the last three months. Here we examine the recommendations and descriptions of good practice within the EYFS theme of Enabling Environments.

New: Feb 1, 2010

Recent Ofsted Reports: What Have Inspectors Focused On? (Part 2)
In our second of four articles looking at recent Ofsted reports, we outline those issues that have appeared frequently over the last three months. Here we examine the recommendations and descriptions of good practice within the EYFS theme of Positive Relationships.

New: Jan 28, 2010

Recent Ofsted Reports: What have Inspectors Focused On? (Part 1)
Having studied over 100 Ofsted reports from the last three months, we can see certain recurrent themes. In a series of four articles we outline those issues that have appeared frequently and our first article looks at recommendations and descriptions of good practice within the EYFS theme of A Unique Child.

Featured article: The Importance of Young Children's Mark-making: Beginnings, Context, Meaning and Mathematics

Definition of mark making

Mark making is a generic term used to describe young children's own self initiated marks which may be explored through their actions or forms of symbolic languages such as drawing or writing or mathematics. Matthews (2003) states;

'Children as they begin to draw and paint, make an intellectual journey which has musical, linguistic, logical and mathematical as well as aesthetic aspects'

It is vital to understand that children make marks in all areas of learning and these marks are meaningful and precious records of their thought processes.

In England in the guidance for the Early Years Foundation Stage (2008) mark making is encouraged and seen as a vital tool for communication. The recent DCSf publication, Mark Making Matters (2008) confirms the importance of the marks that young children make not only in literacy but there is a clear emphasis on valuing children's mathematical graphics. The Williams review (2008) further emphasised the importance of mark making and children's developing understanding of abstract mathematical symbols.

The Environment

The first step in supporting children's mark making is providing an environment that encourages their graphical explorations into all areas of learning. Children need lots of opportunities to make marks.

Everyday at Redcliffe Children's Centre in Bristol the children who attend our two nurseries and family groups have the opportunity to make marks of any kind with a variety of implements. On a typical day one can see the children outside using sticks in the mud making shapes and lines and curves. Others might be using our outside mark-making trolley selecting chunky chalks to draw on the concrete. Some children prefer paint and paint on the outside double easel. Underneath the canopy there is always a table with a builders tray and children sit with their friends underneath the canopy busily chatting and using their fingers to experiment in the tray which is full of some messy sensory material like shaving foam or baby lotion or cornflour gloop. Inside, the graphics area invites children to choose a pen, pencil and other writing and drawing material. There is a variety of equipment placed in the graphics area including stamps, wooden numbers, a number line, raffle tickets, calculator, envelopes, calendars and diaries. Each child has a pigeon hole where they can keep their special treasures or receive items and messages from other children and their key person. We have noticed that some children prefer large pieces of paper that they can use on the floor, where they make larger marks, maps and include mark making in their play. They tell stories as they draw. Paper and pencil and clipboards are everywhere so if children want to use them they are readily available. In every area of the nursery there are small child sized sturdy whiteboards; these are very popular with the children. There is also a large interactive whiteboard which provides another medium for children to explore lines and circles and all marks.

What do these marks mean?

(Read more) (Subscribing members article)

Featured article: Playful Pedagogy and Transitions in Children's Mathematics

Sometimes teachers and practitioners comment that they have been surprised to discover that some of the marks and representations children make are mathematical rather than marks of emergent writing. When you see a child making some marks think about the context in which the child has made them and watch and listen to what she says and does. Above all children will need to know that adults are genuinely interested in their marks and representations and what they intend them to mean.

Supporting children's own mathematical graphics should not imply young children sitting down to 'do written maths' - but learning environments where they choose to represent their mathematical thinking within authentic, child-initiated play. Children should also be free to choose how they represent their mathematical thinking for their purpose and context, and later for the calculation or problem they are solving.

Children's own representations support deep understanding by providing visual feedback, supporting their mathematical thinking, meanings and understanding about all aspects of written mathematics and symbols. In a sense children's mathematical graphics are their mental methods - on paper.

Recording what they did following a practical activity has limited value and involves lower levels of thinking. Children do not need to record mathematics they can do mentally, or to record something they have worked out in a practical context. Recording places the emphasis on marks and drawings as a product and is a lower level of cognitive demand (thinking) in mathematics. The difference between representing mathematical thinking and recording is one of quality and depth of thinking.

Processes of mathematical thinking (creative thinking, reasoning, meanings, understanding, problem solving, negotiation and co-construction of understanding) come to the fore in children's mathematical graphics, underpinning point 8 of the Foundation stage profile 'uses developing mathematical ideas and methods to solve practical problems' and many aspects of using and applying mathematics' (DfES, 2006). However, for many children the move to a new setting means an abrupt change in the way in which they are expected to write mathematics.

(Read more) (Subscribing members article)