Abstract
That all young children should have the best possible start in life is a statement that tends to be met with universal agreement. This article, however, argues there are very many different kinds of ideologies that shape the kinds of ‘best starts’ early years teachers should strive for at a time when childhood poverty in rising and when early years settings are expected to promote a particular current type of ‘school readiness’. Another national challenge is the fragmentation of workforce that directly impacts on the quality of the early years settings. This article calls for more efforts to sustain good-quality practices, such as integrated early years centres, and regardless of cost to develop long-term solutions for all young children.
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