Editor's view - the importance of PSED

It seems that one option being considered as part of the Early Years Foundation Stage review is to move away from the equal weighting given to all six areas of learning and put more emphasis on personal, social and emotional development, and communication and language (see news, page 4).

The idea of paying equal attention to each area - PSED, CLLD, Problem-Solving, Reasoning and Numeracy, Knowledge and Understanding of the World, Creative Development and Physical Development - springs from sound intentions, but is problematic in practice, particularly where birth to three-year-olds are concerned.

For babies and toddlers, the vital importance of good relationships and attachment cannot be overstated. Without these, there will be huge barriers to development. Likewise, communication and language are fundamental for young children. Those with speech and language delays will be likely to have behavioural problems as well as difficulties engaging with other areas of the curriculum.

With imagination and effort, nursery practitioners can show that they are planning for early mathematical development for babies. But maybe that shouldn't be put on a par with developing happiness, self-confidence and independence, or with speaking and communicating. It is these areas that will provide the foundations for well-being and achievement in the early years and beyond.

The Every Child A Talker programme has been popular with local authority teams and nursery practitioners, who know the scale of the problems of speech and language delay and have to deal with the repercussions every day. They truly welcome the difference ECAT is making.

A small shift of emphasis in the EYFS to reinforce initiatives such as this could make a big difference.