Practitioners browsing www.foundationyears.org.uk for information on how to implement the revised EYFS will now be able to find the Birth to Three Matters booklet, part of a groundbreaking framework first published in 2002. At ten years old, it is a framework that will be unfamiliar to many younger or new practitioners, but ahead of its time, it is one that is most certainly worth revisiting and incorporating into current practice.
Birth to Three Matters aimed to help practitioners better meet the needs of babies and children under three by providing information on child development and effective practice, examples of activities that promote play and learning, guidance on planning and resourcing and ways to meet diverse needs. The pack was in a format viewed as innovative at the time but one that will now seem familiar to many practitioners and comprised an introductory booklet, 16 component cards, a poster, a video and a CD-ROM (see box and pictures).
The various parts can be viewed at: www.education.gov.uk/search/results?q=birth+to+three+matters, though, unhelpfully, the message of its continuing relevance has not been relayed to the DfE's archivists, and each document comes with the note that it is 'for reference use but should not be considered to reflect current policy or guidance'.
BTTM: A HISTORY
Birth to Three Matters was produced as a result of new findings generated in behavioural science, neuroscience and the social sciences. In the UK these findings were embraced by politicians and civil servants alike, who, as part of a Comprehensive Spending Review in 1997-1998, set up the Sure Start Unit as an antidote to known problems that many families and young children experienced.
Shortly after, a seminal text, published in the US, emphasised significant messages from research into the importance of early life experiences on the developing brain, the long-lasting effects (either negative or positive) of early attachment relationships, the capabilities and complex emotional lives of babies and young children and the recognition that, by intervening early, developmental outcomes could be enhanced for children whose life chances might be at risk because of adverse environmental factors.1
An employment 'boom', particularly in women's employment, created greater challenges for families in balancing their childcare and work commitments - leading to many young children spending lengthy periods of time in daycare of variable quality. For some children whose parents were not in employment, it was noted that even in spite of better maternal education they did not reach their full potential because of factors like health inequalities or lack of access to high quality daycare.
As researchers explored this area, measuring the stress levels of babies and young children in daycare, separated from their parents, it became evident that while some stress was positive (and contributed to resilience), negative stress had a massive impact on the healthy development of the brain. 'The essential feature of toxic stress is the absence of consistent, supportive relationships to help the child cope ... persistent elevations of stress hormones and altered levels of key brain chemicals produce an internal physiological state that ... can lead to difficulties in learning, memory and self-regulation'.2 In an attempt to 'cure' such ills in England, the Sure Start Unit funded the creation of a 'framework of effective practice' for children from birth to three years, inviting Professor Lesley Abbott, and a team based at Manchester Metropolitan University, to lead on its development.
The document also has to be seen in the context of Labour's attempts - in three terms of office - to improve what had been described earlier by Jerome Bruner as the 'patchwork of provision' in early years. The speed of Labour's reforms, including its funding of BTTM, came from a determination to 'create a level playing field' for all providers in early years - an intention which without doubt derived from the highest motives.
IMPACT
Appearing after considerable consultation with many people, including those described as the 'great and the good' in the field, the BTTM framework was an extremely innovative document. And, while its launch was somewhat unceremonious, its impact was major, offering as it did, a perspective on babies and children that was unique, so much so that an OECD report described it as stressing, 'four foundation areas that make a break from a former prescriptive approach toward teachers and the division between 'child care' and 'early education.' 3
The BTTM pack was distributed to over 300,000 early years settings, followed shortly after by a national training programme, also developed by members of Professor Abbott's team. Interest in the framework was huge; indeed there was such interest in the framework that a German version soon followed.
In a Nursery World article written ahead of the publication of Birth to Three Matters, it was stated that it is, 'important to see the publication of this pack as the first step towards recognising the importance of the first three years in children's lives. It is also the start of a major shift towards valuing all those involved in working with young children.'
Birth to Three Matters was a landmark publication for several reasons:
- it affirmed that babies and young children were competent learners from birth
- it recognised that work with the youngest children was important and could not be left to chance
- it signposted emerging research from neuroscience, positioning child developmen
t as central in the care and education of babies and young children and provided a language with which to describe learning in the earliest years
- it eradicated the myth that care and education could be viewed as separate entities. It did this through conceptualising the child as strong, competent, communicative and healthy, setting out these views of the child under four, subdivided aspects (see box).
Anecdotally, it seemed that an immediate and obvious effect of the framework was a renewed interest in the care and education of babies and young children, a validation of work with the youngest children and a growing recognition that the gate of the 'secret garden' of early childhood had been pushed wide open so that conversations about the 'under-threes' (as they had been known) became discourses about babies and young children up to the age of three. This led the way to a proliferation of courses and publications focusing on babies and young children and a celebration of their capabilities.
The enthusiasm and ingenuity of practitioners led the way to a new dawn for the 'baby room' and to an amazing period in which the challenges and dilemmas presented in the Birth to Three Matters cards became the provocation for reflecting on practice - and in which key concepts such as children's well-being were explored and 'unpacked'. At the heart of the framework was a view of children's current capability alongside a recognition of the potential of each individual - based in an interplay between the child, relationships and the environment.
RECOGNITION
Sadly, the currency of the BTTM document did not last as long as hoped. Reading between the lines it can be seen that as Birth to Three Matters and the Curriculum Guidance ran together in parallel from 2003, there was a potential for a 'blurring' of the boundaries and, while both frameworks worked alone, it must have become clear that they did not work so well together. One reason for this was that they each spoke a different language, they were each based on different principles and, most significantly, the 'cut-off' at three years of age was problematic since children of three might well be operating at an earlier stage than their actual age in years and months. This served to constrain continuity between them because each of the documents had been written for different age groups and the legislation in respect of the CGFS served to perpetuate this.
Birth to Three Matters probably did not achieve the status it deserved, not because it wasn't worthy of accolades but because it was so ahead of its time. Ironically, the arguments which accelerated the Government in 2001 to find the money to develop Birth to Three Matters are exactly the same as those we hear today in the 'no child left behind' policies espoused and funded by the current Government.
If we are to help young children to experience early success, we must ensure that we do not lose sight of the needs and capabilities of the youngest. Birth to Three Matters did much to ensure that these became a central focus in early years settings - yet in their haste to reach the objective of creating a single early years framework, policy makers underestimated the usefulness of the Birth to Three Matters framework. Many would argue that in doing so it lost a very effective 'tool' which could still contribute today to delivering the 'early success begets later success' agenda.
THE REVISED EYFS
Looking back to the past is not always helpful in moving forward to the future unless of course we can shed light on the path ahead. While much of the language of the BTTM framework may not be familiar now, most of what the document contained has stood the test of time and increasing evidence has shown ever more clearly that helping children to be strong right from the start4 is what leads them to becoming confident adults who have self-belief and integrity, can communicate well and get along with other people: the building blocks of a healthy personality.
Much of the content of the BTTM framework was subsumed into the EYFS so to some extent one could argue that it already has a place in the revised EYFS (2012). Yet at the same time, while the words may be there, some of the clarity may have been lost about the importance of the first three years for children's life chances, particularly when new generations of early years practitioners have entered the profession since it was incorporated into the EYFS (2007).
Yet with an increased emphasis for babies and younger children on the development of the three prime areas of personal, social and emotional eevelopment (PSED), communication and language, and physical development in the revised EYFS, child development is being recognised as the central ingredient in a child's well-being. The question then arises, 'What could the return of Birth to Three Matters bring to the table which would support the revised EYFS as it replaces the current statutory framework?'
One thing is certain: the years between birth (and before birth) and three still matter. This is becoming increasingly obvious as more findings emerge, all pointing to the detrimental effects of neglect and stress on the developing brain and to the benefits of warm, interaction, high-quality childcare and early intervention for children's life chances. The power of the BTTM framework was in constructing babies and young children as unique, capable individuals whose development was affected by their earliest interactions with others, and who were enabled to be self-reliant through experiencing positive relationships with parents and others, which in turn gave them a sense of identity, a sense of security and confidence in their own capabilities.
Birth to Three Matters was published way ahead of its time and not perhaps fully appreciated until seen in retrospect. The reason Birth to Three Matters framework was ahead of its time was because messages from neuroscience were then in their infancy: this is no longer the case. There is now a very sound evidence base for what the Birth to Three Matters framework proposed. The areas it will support best are the prime areas - because BTTM focused on PSED, communication and language and on physical development - all of which contribute to children's growth and development. It is time to revive its messages. There is no time like the present - it will need to be reviewed and made consistent with the revised EYFS (2012). In retrospect it was a masterpiece. It should not be left in the attic; it is time to dust if off, tidy it up and put it back on the shelf.
FOOTNOTES
1. From Neurons to Neighbourhoods, Shonkoff & Phillips (2000)
2. Closing the Gap, Harvard (2007)
3. Starting Strong, OECD
4. The Science of Early Childhood Development: closing the gap between what we know and what we do, National Scientific Council on the Developing Child, Harvard University (2004)
BTTM: FORMAT AND CONTENTS
The Birth To Three Matters pack comprised:
- an introductory booklet
- a poster, which identified four Aspects and their 16 Components
- 16 Component cards
- a video, illustrating best practice, and
- a CD-ROM providing additional information, including a literature review.
ASPECTS AND COMPONENTS
The competencies of a child were covered under four Aspects, each subdivided into four Components.
These were:
- A Strong Child - Me, Myself and I; Being Acknowleged and Affirmed; Developing Self-assurance; A Sense of Belonging
- A Skilful Communicator - Being Together; Finding A Voice; Listening and Responding; Making Meaning
- A Competent Learner - Making Connections; Being Imaginative; Being Creative; Representing
- A Healthy Child - Emotional Well-being; Growing and Developing; Keeping Safe; Healthy Choices.
Component cards
The information and guidance outlined in each of the cards was grouped under the following headings:
- Development matters
- Look, listen, note
- Effective practice
- Play and practical support
- Planning and resourcing
- Meeting diverse needs
- Challenges and dilemmas
- Case study
See www.foundationyears.org.uk and
www.education.gov.uk/search/results?q=birth+to+three+matters
BIBLIOGRAPHY
- Birth to Three Matters Framework Sure Start, DfES (2002)
- From Neurons to Neighbourhoods, Shonkoff & Phillips (2005)
- Starting Strong II: Early Childhood Education & Care, OECD (2006)
- The Early Years Foundation Stage Statutory Framework, DfES (2007)
- The Early Years Foundation Stage Statutory Framework, DfE (2012)
- The Science of Early Childhood Development: closing the gap between what we know and what we do (2004), National Scientific Council on the Developing Child, Harvard University Cambridge, MA.
MORE INFORMATION
- Articles about Birth To Three Matters coinciding with its launch and introduction in 2002/03 are available in the Nursery World archive
- A new under-threes series, focusing on the prime areas, will be starting on 9 July. Written by Clare Crowther, head of Norland Nursery, Bath, the series will include assessment and references to the Birth To Three Matters framework.
Ann Langston contributed to the development of the Birth To Three Matters framework, was formerly a senior adviser with National Strategies and is now director of Early Years Matters consultancy: http://www.earlyyearsmatters.co.uk