Acknowledge its unique contribution as a
process by which young children learn.
Plan for it as an integral part of the
curriculum and not an added extra.
Facilitate it with appropricate and
high-quality resources.
Act as a catalyst when intervention is
appropriate and a scaffolder when expertise is required.
Observe it in order to have first-hand
evidence of children’s learning.
Evaluate it in order to better understand
the needs of the learner.
Value it through comment and commitment in
order for its status to be appreciated.
Fight for it with rigorous, professional
argument in order to bring about deeper understanding and acceptance by
colleagues, parents, managers and the community at large.
Julie Fisher, Starting From the Child, 2008.
