EYFS

This work based action enquiry employs a case study method to explore if Forest School can put into practice the UK Early Years Foundation Stage Themes and Principles through supporting well being, learning and development of young children. Leuven involvement and well being levels were used, triangulated with observational evidence. Well being and involvement levels for all ten children were found to be significantly higher at Forest School compared to levels documented in school. Strengths and Difficulties Questionnaire (SDQ) scores further indicated very significantly improved mental health scores for nine of the ten children between the start and finish of the project. This case study has contributed significantly to the development of further Forest School provision in the region and is being used as a case study for the Department for Children, Schools and Families (DCSF) through the Early Years National Strategies team and Narrowing the Gap

Creativity in adults is highly valued in our society. Personal creativity contributes to inventiveness, innovation, social and cultural change as well as political development and economic progression. The creator is an innovator, a problem solver, an entrepreneur, an artist. Creative people have rapid and effective responses that help them to achieve their life goals and allow them to enjoy the journey. Creativity is both a skill set and a unique and individual character structure that is developed throughout childhood and fine-tuned in adolescence and adulthood. Education has a key role to play in its development. Positive creativity inspiring experiences at every stage of the educational journey are needed. This is especially true in early childhood. Educators who rise to the creativity challenge will be well rewarded in rich teaching experiences and the joy of seeing children reach their creative potential in supportive and integrated learning communities.

This critical review analysing current research and literature exploring the relationship of the child with the natural world. Tracing an evolutionary and historical context, the reviewer explores how this relationship has changed in Western industrialised culture. Following an exploration of relevant child development theory, Ecopsychology and Biofilia, the reviewer investigates the evidence of growing dissociation of children from the natural environment. The reviewer explores the tension experienced for young children between their biological drives and the socio political context of modern culture. The reviewer concludes with an analysis of the theory of Nature Deficit Disorder which investigates a possible link between reduced opportunities for children to access nature and increasing levels of mental ill health and obesity. This theory provides a compelling case of the need for the ‘renaturing’ of childhood and calls for urgent further research to investigate the impact on well being and development of a ‘denatured childhood’

This paper focuses on children's scientific understanding and discusses teachers' identification of children's preconceptions when teaching science in the early years. The research focuses on early-years teaching in public and private kindergartens in Cyprus and children aged from three to five and a half years old. The area of the children's misconceptions has been extensively investigated by other researchers in the past. However, research focusing on early-years teachers and children's preconceptions is still limited in comparison, especially when referring to research within Cypriot early-years education. The main aim of this paper is to present the results of research relevant to children's preconceptions. Firstly in relation to the use of the term 'preconceptions' partial on the basis of their age and experience and partially to acknowledge the special position of the children's initial ideas about science. And secondly show if teachers identify and use children's preconceptions when planning and teaching science. A case study overarching methodology was employed which facilitated the in-depth investigation with different methods of data collection including interviews and observations. The results indicate that teachers tend to avoid identifying the children's preconceptions when planning and teaching science. This indicates that there is a lack of appreciation of the children's preconceptions and the consequences when they are not acknowledged. This further implies the need of further training and professional development in relation to the teaching of early-years science. To help teachers respond to the children's preconceptions, the study developed a list of children's common preconceptions and a number of different ideas and suggestions for methods to help teachers identify the children's preconceptions, acknowledge them in their teaching and guide children to overcoming them.

The present study was undertaken to assess the state of iodine nutrition of the representative population, consumption pattern of cyanogenic plant food that generally interfere with iodine nutrition, and to evaluate whether there is any interrelation between iodine and thiocyanate intake and their excretion pattern among school children in goiter endemic sub-Himalayan tarai region. A total of 560 urine samples from school children, aged 6-12 years of both sexes were collected and analyzed for iodine (I) and thiocyanate (SCN) concentration. Median urinary iodine level was 76.2 µg/l and 32.3% had concentration <50µg/l indicating biochemical iodine deficiency. Mean urinary thiocyanate level was 0.762±0.45 mg/dl indicating relatively higher consumption of cyanogenic plant foods by the population. A significant positive correlation (r=0.13, P<0.01) between urinary iodine and urinary thiocyanate concentration suggests that there is an interrelationship between mean urinary iodine and thiocyanate excretion pattern of the population in the study region. Body's overall thiocyanate concentration perhaps plays an important role to maintain the overall iodine concentration in the body. Therefore the urinary iodine may not always truly reflect the iodine nutrition status of the body.

This paper examines a Steiner Waldorf Perspective to School Readiness and applies that international ideology to educational practice and curriculum policy in modern Ireland. The case for a later school start is championed with strong arguments underpinning the reasons why a later start is better in the long run for children’s formal learning capacity and enthusiasm. Current primary school curriculums for the early years are also analysed and catalogued against Steiner philosophical best practice in early learning to promote a child centred early learning curriculum within the Irish primary educational system.

A subtle change in the wording around one more/one less in the new Development Matters non-statutory guidance seems to place a renewed emphasis on the ordinality of number. But models can be used in EYFS classroom to support the progression from cardinal to ordinal thinking?

The aim of this study is to examine the perceptions of five English and five Turkish early years/kindergarten teachers concerning outdoor activities. In this study, five Turkish and five English teachers, each one from a different school, were chosen. These teachers were selected to investigate their perceptions to outdoor activities with regard to teaching experiences and culture. To achieve this, the semi-structured interview was employed. The study found no relationship between the length of teaching experience and the amount of time spent on outdoor activities. Although there were some similarities in some factors in terms of the cultural aspect such as implementation of some similar activities, some differences in the kinds of activities were identified in this research such as the usage of different materials. The reasons for such differences were clarified like budget, and the space for outdoor activities. Some of these findings are consistent with the previous literature whi...