There are many different approaches to childhood that most early years practitioners are familiar with. Steiner, Reggio Emilia and Montessori are all built on sound visions of how to improve society by helping children develop to their full potential as intelligent, creative individuals They are also becoming more evident in the training and qualifications content of early years courses.
As a lecturer in early years and early years practitioner, in my opinion, today's society is becoming so pressurised for education, focusing on the younger age range more and more. There always seems to be a box that needs ticking or a form that needs completing in order for children to progress in line with Government guidelines.
It saddens me that childhood and play is sometimes lost among this culture of over- assessment. There is not only pressure on the children but also on the early years practitioner to ensure that they are providing the desired curriculum and essential learning environment.
It happens more and more often, that we hear of events or activities being forbidden for children, as it is seen as not safe or Government guidelines declare it is not acceptable, when 20 or 30 years ago, it was known as 'childhood'.
Lisa Bell, lecturer in early years, Brockenhurst College, Hampshire
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IN DEFENCE OF THE EYFS
Things looked up for children in 2000. The Curriculum Guidance for the Foundation Stage and later Birth to Three Matters made all the difference. Teachers in reception now knew what they were aiming at, and it was not to be watered-down KS1 teachers. Children cheered up as they played and got outside. We saw the test regime of baseline disappear, and increasingly practitioners trying to provide relevant and rich learning experiences. They were achieving this using observational assessment and acting in close partnership with parents.
The journey continues as the EYFS brings the two sets of guidance together with the national standards for quality of provision. From birth to the end of reception year we have a developmental framework to support us and families in providing the best we can for children.
Their welfare is safeguarded by the guiding principles that recognise each child's uniquenes and entitlement to loving relationships and developmentally appropriate, rich learning experiences. Local authorities are renewing efforts to ensure that services for young children work with cohesion. So it is sad to see the animosity raised in the press against the EYFS, often confusing it with non-statutory guidance around literacy.
EYFS is not perfect. Questions remain about whether regulation ensures all staff are suitably qualified to care for young children, about the low ratio of adults to children in reception, and about the pitch of two of the literacy early learning goals. But this is a drop in the ocean of much that is tremendous, and if we use the four principles as a measure for all we do, then we will not go far wrong. Children's education, care and welfare cannot be left to chance.
Lesley Staggs, early childhood consultant and Brenda Spencer, early childhood consultant
LEARNERS WITH VALUE
I find the comments made by Professor Iram Siraj-Blatchford in 'The price of quality' (Analysis, 14 February) insulting. I would like to see her evidence to show that only teachers have the ability to learn, as she seems to be implying.
There are many qualified early years practitioners who have gone through four years of training and actually have, as a result, a much broader depth of knowledge in early years. Their spectrum includes a more holistic approach and particular emphasis on the personal, emotional and social development of pre-school children which is the bedrock for any other learning. I am convinced that they, too, are capable of learning new skills, so why not start with these practitioners and not teachers?
Kaela Francioli, head of centre, Maden Community and Children's Centre, Bacup, Lancashire
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