ABSTRACT
While most professionals and parents value all aspects of their children’s development and come to understand how the interplay of each contributes to learning, many tend to see the social, emotional, moral and motor contributions as underpinnings of the intellectual one. This may well depend on what they see as the purpose of education in nurseries and schools. They may have an instrumental view of education and see its purpose as providing the children with the skills to get a job that, in turn, allows them to achieve a good standard of living, in which case they are
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likely to view mathematics and literacy skills as the most important. On the other hand, some may take a broader view and want their children to be creative and imaginative, enabling them to appreciate the ‘good things’ around them. This is an expressive or aesthetic stance. They will be anxious that music, drama, art and movement are given prime time.
