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Re-examine the baseline

How, why and when we should assess young children's learning is once more a matter for debate in English policy.

Playing and learning

Practitioners must protect play’s central role in early years learning and development, and watch out for bad policy and practice, says early years expert Marjorie Ouvry

A school waiting room?

From the 30 hours to Bold Beginnings to a new Baseline pilot, the DfE is consistently ignoring our sector’s concerns, says Sue Cowley

Don't let assessment drive the curriculum

Getting the right balance between assessment and curriculum in the EYFS is tricky - but who said it was going to be easy? Dr Julian Grenier and Lydia Cuddy-Gibbs, head of early years at Ark, give their views

Editor's view - Tablets of stone?

Debate about the role of ICT in the early years is surely some of the most polarised around, as our head-to-head between Professor Annette Karmiloff-Smith and Dr Richard House shows (see pages 14-16).

Too much, too soon

It is astonishing that the unrealistic writing targets in the EYFS haven't been amended, says Sue Palmer

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