ABSTRACT
This is an exciting time to be involved in the field of early years care and education. The needs of children under five and their families are now firmly on the political agenda. Professionals and experts in the field differ in their views regarding the rate and significance of the progress made, but in a sampling of the views of a number of notable ‘pioneers’ in the early years field O’Grady (1998 p. 2) concluded that the early years community had ‘gained hugely in confidence and muscle’ and that early years practitioners have ‘found their voice’. One example of this progress is that children under six are to be included in the new foundation stage for children in all early years settings (QCA 1999a). This development brings to fruition the recommendations of the Start Right Report (Ball 1994) which recognised the need for a new phase of education for three to five year olds. Implementing curriculum guidance in a way which considers both the process and outcomes of learning will continue to be an important issue for early years practitioners and one which is addressed in subsequent chapters (QCA 1999a). As Ball (1994, p. 68) states ‘The introduction of a new phase of education cannot be achieved overnight without careful preparation and training of staff’. It is the needs of those staff which this book seeks to address.
