Thread by @Sue_Cowley

I'm going to spend some of today reading the new #DevelopmentMatters in depth and tweeting some extracts/questions. Currently pondering this bit - how do we define "high-quality play"?

Sitting here with copies of the old and new versions of #DevelopmentMatters in front of me. One obvious observation is that the old version feels much easier to 'dip in and out' of, because of the way that it's structured.

I think that diagrams like this, from the front of the old #DevelopmentMatters are really useful in helping people conceptualise how it all hangs together in #EYFS.

Something else I really like about the old version is the way that language is used throughout - it feels respectful and sometimes even tentative - "adults could provide ...". Everything maps out from the concept of the unique child. #DevelopmentMatters

Right, enough nostalgia - onto the detail of the new version! Interesting to note the change in the title from "guidance material" to "curriculum guidance". #DevelopmentMatters

"children in the early years are becoming more powerful learners and thinkers" (p.3) - this contrasts quite strongly with "children are born ready, able and eager to learn" from the old version. #DevelopmentMatters

We are told that "these characteristics develop as they learn to do new things" - this is quite a change to how I've always conceptualised the CoEL (i.e. that children are primed ready to learn, play, think and explore). #DevelopmentMatters

Okay. There's the warning about checklists/data on p.3. My money is on this new version not even lasting a month before someone brings out a ticklist for it. #DevelopmentMatters

Interesting to see "falling behind in their development" cropping up here. Behind who or what? Emphasis on this page on "expected" development and "not helpful to wait for them to become 'ready'". (p.4) #DevelopmentMatters

This contrasts very strongly with the statement that's printed at the bottom of every page in the old version: "Children develop at their own rates, and in their own ways." #DevelopmentMatters

I'm sorry but this bit is killing me every time I read it. "children who are not speaking in sentences are not going to be able to write in sentences" - huh? Say what? #DevelopmentMatters

Seven key features (p.5-8) - I'm finding the tone really off putting here. If our staff didn't "enjoy spending time with young children" they wouldn't be doing the job would they? It doesn't exactly pay well. #DevelopmentMatters

I'm starting to wonder if the DfE have done that thing that Ofsted did where they lowered the reading age of the reports to 'help' parents and ended up just making them sound patronising. #DevelopmentMatters

I'm struggling with understanding this bit tbh (p.6). What is "high-quality play"? Who says it's high quality? What is meant by "invent their own play"? Isn't that just play? #DevelopmentMatters

There's a section on 'assessment' but it doesn't use the term 'observation' which seems a bit odd. (p.6-7) Looking at this whole 4 page section, I think it would have worked much better as a simple diagram. Lot of unnecessary words imo. #DevelopmentMatters

To me there's a sense that parents are being judged here - "Some children get much less support for their learning at home ..." (p.8) along with the familiar 'gap closing' narrative - "we need to do more to narrow that gap". #DevelopmentMatters

Okay, onto the bit about the CoEL now (p.9-12). Significant difference in tone to the old version - adults are "planning and guiding what children learn". Seems to have lost the sense of the unique child at the centre here. #DevelopmentMatters

The description of #play here is all about it having a specific aim - "children will be learning to ...". I don't think babies have to learn to "reach for and accept objects" (p.9) - I think that's pretty much hard wired into us? #DevelopmentMatters

Not clear why we have a mention of going to "a local theatre or museum" (p.10) under 'playing and exploring'. (Plus now I'm thinking 'but we don't have a local theatre or museum where we are'). #DevelopmentMatters

Now the bit on 'active learning' (p.11). This is quite different to how it's conceptualised in the old version. I think by starting with an aim ("children will be learning to") you end up missing the point that it's about motivation. #DevelopmentMatters

So, whereas in the old version we're "observing how a child is learning", in the new one it's very much the perspective of what the adult wants the child to demonstrate, e.g. "show goal-directed behaviour" (p.11). #DevelopmentMatters

This is going to sound horribly picky but there's a colon missing here (p.12). Who proofs this stuff? Anyway, it seems odd to claim that children "will be learning to" take part in play. It's pretty instinctive in this age group. #DevelopmentMatters

Note the "know more ..." narrative popping up here (p.12). This was inevitable I guess given the "no such thing as critical thinking" narrative that is so entrenched in the DfE at the moment. #DevelopmentMatters

Surprised not to see the term "sustained shared thinking" used here (p.12). Old version was all about exploring and encouraging curiosity; new version seems to be more about inputting vocabulary. Explain terms like "thorax"?? #DevelopmentMatters

Quite a few mentions in these first 12 pages of controlling attention/not getting distracted. While that's useful in some respects, it's in the nature of early childhood to 'flit' but also to maintain focus easily when in 'flow'. #DevelopmentMatters

Okay, now onto the Areas of Learning and Development. Interesting (although unsurprising) to note that they have moved 'CL' so that it comes ahead of 'PSED'.

Good to see an explicit mention of English as an additional language here and an acknowledgement that multilingualism "has lots of advantages for children" (p.13). #DevelopmentMatters

Okay this is where I start to miss the age bands - I know people say they were misused as checklists but I don't think a category as wide as this is useful. #DevelopmentMatters

Again there's the problem here of things being 'aims' rather than observations. So you end up with statements like children "will be learning to ... enjoy singing, music and toys" as though enjoyment has to be learned not simply experienced. #DevelopmentMatters

Similarly, babies don't have to learn to 'make sounds to get attention ... crying when hungry' (p.14). That stuff comes as standard issue when you get your baby. 🙄#DevelopmentMatters

I can see what's happened now - basically the things that you would typically notice a child doing developmentally (old version) have been turned into a 'curriculum' where they are 'learning to do' these things (new version). #DevelopmentMatters

Okay, here's the mention of juice that has alarmed people (since we've all been offering only milk/water for about a decade now). This desire for people to constantly 'add a word' is a bit wearing tbh. #DevelopmentMatters

Lots of 'observation checkpoints' in this section (p.15-16) which I give you a cast iron guarantee will be turned into checklists no matter how much anyone says 'don't do checklists'. #DevelopmentMatters

Again you've got the issue with the mash up of observations and aims (p.16): "children will be learning to ... can easily be distracted by other things" and "children will be learning to ... can be frustrated when they can't make themselves understood". #DevelopmentMatters

I don't think this CL bit works at all for me to be honest - it's much more useful to have the list of typical developmental patterns/behaviours like in the old version. I'm trying to look for some positives, honest! #DevelopmentMatters

Big chunk of checklist - sorry, checkpoint - on p.17. Lots of focus on children following adult instructions. Are we going to be counting the 50 words? And then the 300? This is muddling up typical developmental milestones with aims, surely? #DevelopmentMatters

It's really irritating me now that the 'will be learning to' is not matching up with the statements being made. Surely the DfE should be modelling correct grammar? They go on about it enough, after all. #DevelopmentMatters

I was expecting 'Handa's Surprise' to crop up at some point and there it is (p.19). Bit of a 'topic' thing going on here with "activities planned around those core books". #DevelopmentMatters

Good to see "sustained shared thinking" mentioned on p.20. See, I found a positive! Time for some lunch. Back to it shortly. #DevelopmentMatters #LiveTweeting

Back to it! This version of DM seems to view CL as being about acquiring vocabulary rather than about self expression. I liked the way the old version split CL into listening and attention/understanding/speaking. Shame this has gone. #DevelopmentMatters

Oh dear. Reception are going to have to talk in "well-formed sentences" and teachers, you need to be mindful to "use complete sentences in your everyday talk" (p.22). Can someone please call a linguist? #DevelopmentMatters

Found the bit about biscuits and puddings that was troubling people (p.23). Maybe best not tell the children you had two puddings when we're told that there's obesity crisis for young people? #DevelopmentMatters

The whole of CL seems to be about vocabulary acquisition and reading. I can't seem to find the playfulness that's so essential for this phase and I can't see talk of other forms of communication. Why no mention of Makaton? #DevelopmentMatters

Okay before I leave CL and move onto PSED, I just need to point out that people don't speak using semi colons. 🤷‍♀️ #DevelopmentMatters

Going to start PSED with a positive - good to see due prominence given here to the importance of a "strong and loving relationship" between practitioner and child (p.26). #DevelopmentMatters

Hmm ... don't understand the logic of this bit and no, we won't be explaining "object permanence" to our parents. Anyone got any thoughts on what is being driven at here? #DevelopmentMatters

Logically I would have thought that once babies know you still exist even when you're not there, it would make it easier for them to separate not harder. I well remember having my own 'cling-on' baby who insisted on coming to the loo with me. #DevelopmentMatters

Good to see an emphasis on the key person approach on p.27-8. Yay, I found another positive! #DevelopmentMatters #LiveTweeting

Good to see mention of diversity and inclusion on p.29 but this feels like a very fleeting paragraph given that it's such an important subject. #DevelopmentMatters

Ooh, just seen this brilliant response from the coalition of early years sector organisations, shared by @NathanArcher1. ⬇️ #DevelopmentMatters early-education.org.uk/press-release/…

Back to it. Again the 'observation checkpoints' trouble me. The list on p.29-30 could potentially have parents worrying unnecessarily and it's going to be hard or impossible for practitioners to accurately assess. #DevelopmentMatters

This bit neatly highlights how 'schoolified' the guidance is, because in PVI children arrive throughout the year and are in mixed age groups. It's also a bit underwhelming in terms of challenge - children are perfectly capable of doing proper woodwork! #DevelopmentMatters

This PSED section as a whole (p.26 - p.34) places a lot of emphasis on children 'controlling' their emotions and following rules. It seems a stretch to demand "exemplary behaviour" from children who aren't even in compulsory education yet. #DevelopmentMatters

Now onto PD (physical development). I think it's noticeable here how the 'birth to three' category just doesn't work. Again the checkpoints I don't think are helpful - what does "move with ease and enjoyment" (p.36) mean? #DevelopmentMatters

Good to see outdoor play mentioned, as it has been mostly missing up to this point. Odd to see a time of 45 minutes put on it though because surely many PVI are freeflow and 45 minutes is not nearly enough? #DevelopmentMatters

Okay, this is the bit (p.38) on toilet training that seems to be a cut and paste from NHS advice for parents. Which possibly explains why we have 'pee' in a document for professionals. Contrast and compare. #DevelopmentMatters

The reference to tripod grip on p.40 is problematic. We should not really be expecting all 3 year olds to use tripod grip - pushing too early can just cause problems later on. #DevelopmentMatters

"Involve the child's health visitor" (p.40). LOL. Who out there has got a designated health visitor for their child? #DevelopmentMatters

I'm not feeling much joy in the stuff on PD and this should be one of the most joyous bits of early childhood. It's all "revise and refine the fundamental movement skills they have already acquired" rather than anything resembling fun and games. #DevelopmentMatters

Looks like Reception will have to go shopping because you're meant to provide different height chairs and tables (p.43). While the aim might be admirable, not sure the advice is practicable? #DevelopmentMatters

Do people have a school nurse these days? (p.45) #DevelopmentMatters

Surprised at how short the section on Literacy is (p.46-50). This section seems to position reading as making up most of literacy, with a only limited reference to mark making and writing. #DevelopmentMatters

Amused to see 'writing their name' in there for 3 year olds. Oh the discussions and debates we've had about this over the years! Parents often want them tracing their names really early. #DevelopmentMatters

I had this nagging sense of having seen all this somewhere before. And then it struck me - this doesn't half remind me of Bold Beginnings! 🙄#DevelopmentMatters

Reading schemes only. Glad my kids are long past Reception if it's come to this. This is phrased a bit strangely because if the children only get books they can already read, how do they ever progress? #DevelopmentMatters

Maths (p. 51-59) I will mostly leave to those who are way more knowledgeable about it than me (such as @helenjwc). However, I will say that it's odd not to see more on sand and water play here, given that we've been told that SSM is still seen as vital? #DevelopmentMatters

UW (p.60-68) - this bit feels unbalanced. 4 pages for birth to 4 years and then 5 pages just for Reception. Interesting to see some outdoor learning here (at last!), but it's all very Enid Blyton compared to what settings actually do in forest provision. #DevelopmentMatters

And finally .... EAD. What's interesting about the whole approach to the arts in this new EYFS is that they've basically seen it as being about vocabulary/technique rather than self expression. It's all very 'cultural capital' as well. #DevelopmentMatters

In summary:

- It doesn't work turning developmental patterns into 'to learn' statements.
- Someone needed to proof this because it's full of grammatical errors.
- The age bands are way too wide - it doesn't make sense to have babies and 3 year olds together.

In summary (contd):

- You can see how it links to narratives currently holding sway in the DfE - cultural capital, 'acquiring' vocabulary, knowledge rich, adult directed, no transferable skills.
- They appear to have mislaid the play that is such a central feature of the #EYFS.

In summary (contd):

- We won't be using this - staff would find it confusing - luckily it's non statutory.
- It highlights the issue of downwards pressure into EYFS.
- Great to see the @earlyed_uk coalition working to create an alternative version.

#DevelopmentMatters /Ends