RETHINKING PRACTICE
Oli de Botton's 'Teacher-led activities produce better results' (16 September) prompts a mixed response. On the one hand, surely 'effective' early years programmes depend on what their aims are, and these objectives may be different in different communities. We sometimes get tied into one way of thinking (about 'success'); different cultures may have different ways of measuring education and upbringing.
On the other hand, identifying that practitioners need quality space to learn, develop and think about their practice is welcome. Thoughtful people who work with young children have an important and critical role in addressing inequality and discrimination; this involves sensitive and insightful intervention. Further, it involves identifying prejudice that is already, and usually unconsciously, learned, and challenging it in appropriate and respectful ways.
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