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Editor's view - Wales the brave

    Opinion
  • Monday, June 1, 2015
    • | Nursery World
The Welsh Government deserves plaudits for its bravery in implementing the play-based Foundation Phase for threeto seven-year-olds - radical indeed compared to the way that things are progressing in England.

Editor's view - The day after

    Opinion
  • Monday, May 18, 2015
    • | Nursery World
The first few days after an election feel a bit like waking up with a hangover after a raucous party - exhausted, with a headache, and counting the casualties.

To the Point - Ways out of poverty

    Opinion
  • Monday, May 4, 2015
    • | Nursery World
The election manifestos of the main parties all include ideas for reducing poverty - the next step is a comprehensive strategy, says Julia Unwin.

'This little piggy...'

    Opinion
  • Monday, April 20, 2015
    • | Nursery World
With the election just weeks away, Professor Cathy Nutbrown urges politicians to see childcare as an essential service for the common good.

Double trouble?

    Opinion
  • Monday, April 20, 2015
    • | Nursery World
Well, the Conservative party pledge to increase funded early education for threeand four-year-olds from 15 to 30 hours a week came out of the blue (Tory blue, of course!) and had many seeing red.

A competent system?

    Opinion
  • Monday, April 6, 2015
    • | Nursery World
Mathias Urban argues that caring for nursery age children is a public good and a public responsibility, and that early childhood education is about how we as a society imagine our future.

Valuing the journey

    Opinion
  • Monday, March 23, 2015
    • | Nursery World
In an essay published in 1893, educational reformer and philosopher John Dewey said we should 'cease conceiving of education as mere preparation for later life, and make it the full meaning of the present life'.

A world-class system

    Opinion
  • Monday, March 9, 2015
    • | Nursery World
We all know how important a child's first years are, but increasingly research is showing the full impact of those early experiences on our education and later lives.

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