Play and joined-up working in early years education are hot topics.
But research just published by the Association of Teachers and Lecturers shows there is a significant gulf between the rhetoric and reality.
Inside the foundation stage: recreating the reception year sets out to establish how the work of teachers and other professionals has been affected since the introduction of the foundation stage in England in 2000.
The report found children in reception classes were not given enough opportunities to talk and play and there was a lack of partnership between reception teachers and other early years practitioners. It highlighted a pressure to prepare children for formal education - literacy, numeracy and school routines - rather than to meet their needs as four-year-olds.
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