This response to the Rose Interim Report is based on the fact that I am a trained early years teacher, former headteacher, former university senior lecturer in early childhood education and a professor of early childhood education and research. I start at this point in the hope that you will appreciate that my comments are made from a position of extensive knowledge and experience.
It is a continuing frustration to me that despite all research evidence to the contrary, reports such as Rose still place a heavy emphasis on 'formal'
teaching methods for young children. This is open to wide misunderstanding and misinterpretation by early years staff, not least because many are untrained in teaching language and reading skills, child development, or teaching and learning through play.
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