Taking the early years seriously: Rethinking workforce professionalism

JULIAN GRENIER, EARLY YEARS CONSULTANT AND AUTHOR, UK Children’s learning in the early years is hugely important: growing research evidence backs this up. The first three years of life are the most sensitive time for brain development, with over 80 per cent of the brain formed by the end of this period and 90 per cent by age five (Lenroot and Giedd, 2006). The experiences that young children have – at home and in early years settings – are profoundly important. While high-quality early years provision can play a part in equalising children’s life chances (Taggart et al., 2015), the current early years sector in England faces formidable funding and workforce problems. As a result, potential benefits are not being fully realised. In the case of children eligible for free school meals, nearly half of the 10.3-month attainment gap by the end of primary school is already evident by the end of the Early Years Foundation Stage (EYFS) (Education Policy Institute, 2024). The sec