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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

Literacy and play for all

The developmental importance of play needs to be recognised beyond the EYFS and into children’s subsequent years at school

Take back control

Assessing children against a framework intended to promote good practice doesn’t make sense – except, perhaps, to the Government

What matters most

While the new Early Learning Goals have been met with criticism from many in the early years sector, Mark Lehain explains why he thinks they are an improvement and a step in the right direction

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

Let’s find a new vision

It’s time to create a new curriculum and early years system that better cater to today’s children, writes Professor Iram Siraj

On soggy ground

Michael Pettavel disagrees with the chief inspector on the role of the sandpit in early number work.

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

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