Establishing and shaping a debate about the purpose of early childhood education (ECE) and how we ensure quality, and the future outcomes for the child, remain central. Indeed, where the signs are that we do not always agree, it is perhaps, more than ever, an imperative for the profession. Not only for the best interests of children and their families, but for practitioners in the profession, and those who surround us in the continuum of learning and children’s services.
Our rapidly changing world is increasingly, and inevitably, influencing the nature of the early years curriculum. As we have matured as a sector, in academic, research, and practice terms, we continually build our informed insights into the processes of effective learning. All of this should drive our diverse, different, and shared considerations of early years pedagogy.
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