For those working in the EYFS, one of the main concerns is that teaching synthetic phonics in the ways outlined, by five years, to children in reception classes, is counter to the principles that underpin the Curriculum Guidance for the Foundation Stage - and this curriculum has statutory force.
Such principles have clearly drawn on rigorous research such as the EPPE project, where one of the main findings was the importance of the balance between child- and adult-initiated activities.
Young children are naturally curious about the written word, and in a print-rich environment, with the support of adults, would be able to both acquire new knowledge about the way the written word 'works' and demonstrate what they already know.
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