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In the foreword to Removing Barriers to Achievement (DfES, 2004) a set of specific educational goals are expressed. Primarily, they target education as a means to integrate individuals into society and to teach them the skills necessary to participate, contribute and achieve their potential. (more…)

Structured play can impact a children’s development in myriad ways, helping them to develop basic skills upon which they can build as they continue to progress. This is particularly true in the early stages. In Key Stage 1, which lasts approximately from the ages of five thru seven. (more…)

The issues surrounding children’s behaviour after a traumatic experience are complex, multifactorial and often hugely controversial. Having considered the literature on the subject, one could be forgiven for believing that there are as many opinions on the issues as there are people considering the issues. (more…)