A little boy, aged two years and eight months and with a keen interest in cars, arrived at nursery on his first day and ran over to the cars and garages. The box was a jumble of vehicles of varying shapes and sizes, some plastic, some metal. I could sense his disappointment. There was nothing that reflected the current cars on the market, and I couldn't help but think of the learning this boy was missing out on because the resourcing didn't reflect his interests.'
This observation was made at a north London nursery and is typical of early years settings often struggling to get the right resources for the right children at the right time.
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