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<title>What school readiness means, and who decided</title>
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<description>A phrase that sounds like a property of children and is largely a description of what a particular system expects at a particular age.</description>
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<title>How the reception year in England actually works</title>
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<description>The first year of school in England sits inside the early years framework rather than the national curriculum, which surprises most parents. Here is what tha</description>
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<title>The early years foundation stage, explained without the jargon</title>
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<description>A statutory framework that governs every nursery, childminder and reception class in England, and which most parents have never read. Here is what is in it.</description>
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<title>Libraries and what they actually do for children</title>
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<description>The most consequential children's institution in the country is also the least discussed. What the evidence says about access, choice and reading for</description>
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<title>Four nations, four systems: how early years differs across the United Kingdom</title>
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<description>England, Scotland, Wales and Northern Ireland run genuinely different early years systems. The differences are a useful natural experiment in what is actuall</description>
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<title>What school readiness means, and who decided</title>
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<description>School readiness as a description of a system, how the reception year in England works, how the four nations differ, what is actually in the early years fram</description>
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<title>What play actually does, described as a cognitive process</title>
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<description>Play is treated as either sacred or trivial and rarely as a mechanism. Here is what it appears to be doing, in the terms a researcher would use.</description>
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<title>What a good children's exhibit does, and why most of them do not</title>
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<description>Museums and galleries have spent decades working out how children engage with objects. The best of it is a lesson in attention, and the worst is a button tha</description>
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<title>Unstructured play is not idleness, and the pressure to fill it is recent</title>
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<description>The unsupervised, unplanned, apparently pointless hour has been squeezed out of childhood by a set of assumptions that do not survive examination.</description>
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<title>How curiosity gets measured in research at all</title>
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<description>Curiosity is invoked constantly in education and is remarkably hard to record. Here is how researchers actually operationalise it, and what each method misse</description>
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<title>Boredom and what it is for</title>
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<description>The state adults are most anxious to eliminate from childhood may be the signal that starts self directed activity. Here is what is known and what is guesswo</description>
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<title>What play actually does, described as a cognitive process</title>
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<description>Play as exploration made cheap by the removal of consequence. Unstructured time, boredom, how curiosity is measured in research at all, and what a good child</description>
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<title>Why repetition works, and why children ask for the same book forty times</title>
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<description>Repetition is the least glamorous thing in learning and among the best evidenced. It is also something children demand, which is worth taking seriously.</description>
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<title>What the phonics debate is actually about</title>
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<description>A long, bitter argument that is only partly about phonics. Separating the empirical question from the political one makes both easier to understand.</description>
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<title>The difference between praise and feedback</title>
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<description>They are used interchangeably and they do different things. One evaluates a person, the other supplies information, and only one of them is much use for lear</description>
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<title>Number sense before arithmetic: what children know about quantity before anyone teaches them</title>
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<description>Long before counting, children track quantity in two distinct ways. Understanding both explains why counting is harder than it looks and why arithmetic sits</description>
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<title>Motor skill and its link to everything else</title>
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<description>Moving well is treated as separate from thinking well. The developmental evidence suggests they are far more entangled than the timetable implies.</description>
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<title>How reading is learned, and why nothing about it is natural</title>
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<description>Speech develops without instruction. Reading does not, because there has been no time for it to. What the brain does instead is one of the best documented st</description>
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<title>How reading is learned, and why nothing about it is natural</title>
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<description>How reading is learned and what the phonics argument is actually about, what children know about quantity before anyone teaches them, motor skill, feedback,</description>
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<title>Why children ask why, and what the question is actually doing</title>
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<description>The why phase is not a verbal tic or a bid for attention. It is a search for explanations, and children treat the answers they get very differently depending</description>
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<title>The range of normal in talking is much wider than parents are told</title>
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<description>Milestone ages describe large groups of children. Read backwards onto a single child they mislead, and the spread around them is far larger than the chart su</description>
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<title>How language arrives, and why it looks like nothing and then everything</title>
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<description>Language does not switch on at the first word. Most of the work happens silently, months earlier, and the first word is the visible end of a long build.</description>
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<title>Conversation, not vocabulary: what the evidence actually points at</title>
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<description>The word count framing has dominated advice to parents for years. The stronger and more consistent signal in the research is about exchange, not volume.</description>
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<title>What actually happens in a bilingual household</title>
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<description>The durable findings about growing up with two or more languages, the myths that refuse to die, and the widespread advice that turns out to rest on nothing.</description>
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<title>How language arrives, and why it looks like nothing and then everything</title>
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<description>The long invisible build before the first word, what the milestone ages really describe, what happens in a household with two languages, and why children ask</description>
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<title>Why the parenting press gets research wrong so consistently</title>
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<description>Not because journalists are careless. Because a chain of individually reasonable decisions strips uncertainty at every stage, and the incentives point one wa</description>
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<title>What one study can tell you, which is usually less than the headline says</title>
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<description>A single study is one observation of a noisy world. Understanding what it can and cannot support is the most useful thing a reader of parenting coverage can</description>
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<title>Sample size in plain words, and why small studies mislead in a particular direction</title>
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<description>Everyone knows small studies are less reliable. Fewer people know that they are biased upwards, which is a much more useful thing to understand.</description>
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<title>Replication in plain words, and what happened when psychology checked itself</title>
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<description>A finding that only exists once is not yet knowledge. The past decade of attempting to reproduce well known results has been uncomfortable and enormously use</description>
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<title>Effect size in plain words, without a single formula</title>
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<description>Whether something happened and how much it mattered are different questions. Most coverage answers the first and reports it as though it answered the second.</description>
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<title>Correlation and cause, and the three explanations always available</title>
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<description>Everyone can recite that correlation is not causation. Rather fewer can say what else could be producing the pattern, which is the part that does the work.</description>
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<description>Sample size, replication, effect size in plain words, the distinction between correlation and cause, and why coverage of research about children goes wrong s</description>
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<title>Working memory in plain words, and why it explains so much</title>
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<description>The small, brief mental workspace that everything deliberate has to pass through. Understanding its limits explains a surprising amount of ordinary classroom</description>
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<title>Why almost nobody remembers being three</title>
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<description>Childhood amnesia is one of the strangest facts about human memory: years of intense learning leave almost no retrievable episodes. Several explanations comp</description>
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<description>What sleep appears to do for memory and learning, treated as a biological process rather than as a set of instructions for the evening.</description>
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<title>Screens as an evidence question rather than a moral one</title>
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<description>The debate about children and screens is conducted almost entirely in moral terms. Treated as an evidence question it looks different, and considerably less</description>
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<title>Expecting sustained focus from a small child is a category error</title>
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<description>Attention in early childhood is not a weaker version of adult attention. It is organised differently, and judging it against an adult standard misreads what</description>
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