Professor Dame Cathy Nutbrown: 'There is urgent work to do!'
Professor Dame Cathy Nutbrown honorary president of early education and professor of education, University of Sheffield
Tuesday, February 28, 2023
Despite the many progresses made in the past century, the early years and the people it serves are facing multiple crises that require action, says Professor Dame Cathy Nutbrown
Receiving an honour for my work in early childhood education prompted me to reflect on past achievements and collaborations, while thinking about what is still needed in early childhood education and care (ECEC).
As president of Early Education, I’ve been working with colleagues to plan our centenary celebrations this year, which means looking back to look forward.
ECEC, in England, has achieved much in the last 100 years, including: a growth of nursery education from the 1920s; multidisciplinary services to support children's holistic development, including Sure Start; recognition of the importance of the workforce – with the McMillan sisters establishing a three-year training course for those working in nursery schools; the importance of outdoor learning with settings designed to allow free-flow between indoor and outside play; and acknowledgement of the centrality of families in young children's learning – with homes and communities seen as key learning spaces.
While none of these developments has been universal, the decades since the 1920s have seen practices and policies which offer exemplars of how things can be. For example, funding of school meals for the youngest children– campaigned for by Margaret McMillan – contributed to mitigating the effects of poverty on children's lives, and early policy to allow local authorities to fund the establishment of nursery schools contributed to the growth of provision, especially for children who most needed it.
Change has happened over the last 100 years, but many positive developments are now threatened, reduced or lost entirely. We are at a point where: many maintained nursery schools, Children's Centres and other settings in disadvantaged areas have closed or suffered cuts to their provision; workforce recruitment, retention, qualifications, conditions and remuneration are ongoing concerns; many families live in poverty; positive affirmation of identities, communities and cultures has never been more important, and effort is needed to eliminate all forms of discrimination; sufficient, intelligent investment is essential.
Early Education’s ‘Agenda for the Future of Early Childhood Education’[1] identifies eight areas for action.
- Prioritise high-quality play and play pedagogy in policy and practice
- Establish child-focused early years curricula
- Prioritise assessment for learning over assessment for accountability
- Ensure early childhood education develops cultures of sustainability and outdoor learning
- Recognise families as partners in young children’s learning
- End discriminatory practices and prioritise meaningful inclusion
- Support, promote and fund strong leadership of settings and services
- Develop and implement a long-term strategy for ECEC
These require essential policy shifts towards the future. There is urgent work to do!
Professor Dame Cathy Nutbrown is Honorary President of Early Education and Professor of Education at the University of Sheffield
[1] Nutbrown, C. (ed) (2003) Early Childhood Education: Current realities and future priorities. London: Sage
