ABSTRACT
A secure, safe and happy childhood is important in its own right. Children learn best when they are healthy, safe and secure, when their individual needs are met, and when they have positive relationships with the adults caring for them. In deciding how one work with the very youngest in society, it is important to recognise that the Early Years Foundation Stage (EYFS) statutory framework (DfE, 2017) places responsibilities on all practitioners. The EYFS provides a framework for practice (interpreted in Figure 7.1) that identifies principles, aspects of learning, statutory rules and regulations. By far the greatest proportion of early years care and education is offered through the private, voluntary and independent (PVI) sector. Personal responsibility and the complexity of working with young children in daycare come to the fore when discussing safeguarding with experienced practitioners. It is important to foreground theories of child development and learning in safeguarding practice.
