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The article suggests eight concepts of empathy, seen as key to solving the root of many social problems in Great Britain. Research finds that teachers' empathy with their students has a positive impact on achievement and attitude to learning. It believes that empathy for someone else can only be learned by the child being shown empathy and sympathy towards their own needs. It also talks about cognitive empathy, emotional contagion, and compassion or pity.

The article discusses the inclusion of physical development as one of the Prime areas in the Early Years Foundation Stage (EYFS) framework revised by the British government. It explains the importance of physical activity in the learning process, citing the link between movement and communication. Topics which include the development of the vestibular system, proprioceptive sense, and reflexes of infants are explored. Some movement sessions that nurseries may consider are also described.

The article discusses children with disabilities and the discrimination they face in society. It gives a background on the Disability Discrimination Act of 2005 which defines aspects of a disabled person and duty of government authorities in promoting equal opportunities for persons with disability. The historical view of a child's disability known as the medical model is now challenged by disabled persons that gave rise to an alternative social model of disability which focuses on the disabled as individuals whose discrimination is created by society.

The article discusses a research that examines the impact of early birth of children on their future life. It notes the improved practice of neonatal intensive care units from its mere focus on the child's medical needs to practices of emotional needs of parents and babies. It indicates a study in Great Britain suggesting that almost one in three premature children have lower test results than those children born in full term and more than a third of prematures have special educational needs.

The article suggests creative ways of providing sand and water play for children in early years settings in Great Britain. Small children should always be supervised when playing with water on the ground. It recommends putting in place child-sized brooms around and placing lots of brightly coloured dustpans and brushes that children are keen to use and play with so that tidying up is part of the fun.

The article examines the requirement of the Early Years Foundation Stage educational curriculum in Great Britain to promote equal opportunities that address the needs of young children. It explains the need for resource adjustment like the suitability of a slide with double width to handicapped children. It offers information on the equipment developed by Rompa, Spacekraft and Special Needs Toys for movement and sensory development.

The article discusses the consultation for the proposal of the coalition Government of Great Britain to reduce the demands of the Early Years Foundation Stage (EYFS). The review of the EYFS announced by Dame Clare Tickell of Action for Children will cover scope for regulation, learning and development, assessment and welfare. However, there are concerns about the consultation, including the timing, each response counted as a single reply, and closed questions and the limited options for comment. Details on how to respond to the consultation are given.

The article addresses issues on faith and belief faced by nursery school practitioners in Great Britain. One consequence of over-reliance on holiday activities is that children do not learn about the diverse ways people live. It is suggested that parents and families be involved in festival celebrations to make them more meaningful. It sates that all children should be involved in understanding individual family preferences.