As we know, we should always be careful what we wish for. I have both a personal and a professional interest in the way that insecure attachments affect children’s well-being and capacity for learning and development. So, I should be pleased to see such words as ‘attachment’, ‘relationships’ and ‘self-regulation’ featuring so prominently in the Rationale for Change and proposed Early Learning Goals (ELGs) within Personal, Social and Emotional Development in the Government’s current consultation on the EYFS.
However, these words have no value whatsoever if their use does not lie securely within an understanding of attachment theory and the development of executive function skills that include self-regulation, persistence and impulse control. Sadly, this would seem to be the case here.
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