With academics and researchers tripping up over themselves to highlight the problems facing children under five, there seems to be a paucity of centralised thinking about how to co-ordinate a response to what has already become a crisis. Teachers and early years educators know only too well what the impact of the pandemic and chronic levels of underfunding have led to, and it begs the simple question of ‘What to do?’.
We know from our own experience what one and a half decades of austerity, sidelining and ignorance results in and I am sure that there is much more than we are currently aware of. Crises don’t always just appear – sometimes they are made.
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