Nursery World - Editor's view (352)

More than three years ago, when the proposals for the Foundation Stage curriculum were being drawn up, it took a concerted effort from leading early years specialists to ward off an inappropriate and over-formal approach. There was real dismay at the first draft of the Early Learning Goals. Articles from Professor Tina Bruce and others in Nursery World, along with much behind-the-scenes lobbying, played their part in changing Government thinking; a working party of experts was formed; and the end result was the much-praised Curriculum Guidance for the Foundation Stage. Now, however, the consultation on extending the national curriculum to include the Foundation Stage is raising fears that the door could be open for those who believe that formal learning should be imposed on ever-younger children to bring about unwelcome change (see News, page 4).

Now, however, the consultation on extending the national curriculum to include the Foundation Stage is raising fears that the door could be open for those who believe that formal learning should be imposed on ever-younger children to bring about unwelcome change (see News, page 4).

The current downward pressure on early years practitioners from the literacy and numeracy strategies and the SATS Key Stage 1 tests already makes it hard enough for the Foundation Stage to be carried out as it is intended. Everyone working with young children must fight to keep the Foundation Stage principles and Early Learning Goals intact, so make your feelings known.

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