I am writing this article at a time of unprecedented upheaval, with much stress and uncertainty. We are all dealing with events, knowledge and situations not previously experienced, and their long-term impact on children and families is, as yet, unknown.
Once a crisis of this magnitude is over, it is tempting to think about ‘getting back to normal’. However, crises can be a starting point for thinking and doing things differently, and for positive changes. So, it seems timely to be thinking critically about the early childhood curriculum, and the professional knowledge, values and beliefs we draw on to guide our work with children and families.
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