It seems that there is never a shortage of things to write about. maybe I am just getting older and grumpier – and I have certainly been accused of just that – but I seem to be questioning more and more these days. so I was thinking about the revised Early Years Foundation Stage (eYFs), as last revealed (who knows what the next version will be like... if you do, don’t be shy). In truth, I was thinking, in particular, about the pioneers of education, thanks to an email from a potential contributor, and a question began to unravel in my mind. Now, I haven’t had the time to look into this question in any great depth, so I thought I might give you some homework (I know, I know... let’s call it ideas for consideration in moments of reflection on your practice. Okay, that doesn’t sound much better). so, I was thinking of Comenius and Froebel, and I was thinking of margaret and Rachel macmillan, and susan Isaacs and Loris malaguzzi, and I started thinking of the people I have worked closely with over the years, the names on the left of this page, the members of my editorial board who have given guidance, not just to me, but also to many many practitioners over the years, and I was thinking of the people I have met or had the pleasure of hearing talk, people like Lilian Katz (see page 46 of this issue) and Colwyn trevarthen, and I couldn’t help but wonder whether I will find any of their messages, their knowledge, their experiences or their beliefs in the revised eYFs. And, if not, I was thinking, then that would be a crying shame, for you as members of the workforce, for children especially, and for parents, such as myself, who have a child or children in the ‘system’. so, what do you think? We hold certain people up as great pioneers, both past and present, who have shaped our understanding of children, childhood, children’s services, child development and learning, but can you match the pioneering work/belief to the revised eYFs? It might offer food for thought the next time you engage in personal or setting-level reflective practice? We will not have too much longer to wait until the final version of the framework is released, and I am maintaining some level of confidence that what we get will be an improvement on what was released for consultation in 2011. No-one will be entirely happy with the framework, but from my point of view, I would like to see more understanding of a child’s need to be a child, a deeper level of humanity and kindness on show. Oh, and more than just ‘adequate’ funding, plus a change in the way funding is applied, to really make sure settings can fully support children, families and staff in ensuring that every child matters, and that every child (disadvantage does not just stem from economic factors, just ask any teacher whose children come from largely middleclass families!) is given the encouragement, understanding, belief, security and time, to learn and develop in the way that suits them best, and that uses their own many intelligences to encourage a lifelong disposition to be curious, inventive, questioning, joyful, explorative and confident in their own abilities. Editor Neil Henty MSc Consultant editor Jessica Waterhouse MA, early years teacher, Cypress Infant School, London
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