Our Reflection papers have been going since 2005 and contain a rich insight into the history of Early Years research from a wide range of key thinkers across all stakeholders.
Navigate through this vast store of work here:
2009 - Reflect, Respect, Respond: Deepening Practice in the Early Years
The 2009 TACTYC reflections reveal a rich tapestry of critical thought and practice across early years education, from outdoor learning to ethics, research, and emotional wellbeing. Sara Knight reflects on how Forest School can spark a shift in practitioner attitudes towards outdoor play, offering deep, child-led experiences that go beyond ‘letting off steam.’ Sue Bingham challenges the Social and Emotional Aspects of Learning (SEAL) programme, raising concerns about one-size-fits-all approaches to emotional literacy in early years. Angela Anning offers a thoughtful critique of how research is conducted in settings, urging professionals to carefully consider ethics, consent, and the power dynamics of insider research. Sandra Smidt redefines play as purposeful, deeply tied to children’s meaning-making, and Dorothy Selleck draws on Elinor Goldschmied’s legacy to clarify the emotional and developmental value of key person time versus public circle time. Meanwhile, Karla Roberts offers a heartfelt practitioner response, embracing the value of schematic play and child-led exploration. Collectively, these reflections call for more respectful, reflective, and responsive practice—anchored in children’s rights and educators’ professional integrity.
2008 - Beyond Inclusion: Mental Health, Anti-Racism and Meaningful Practice in the Early Years
The 2008 TACTYC reflections tackle some of the most urgent and enduring issues in early childhood education—mental health, racial equality, and the role of the Early Years Foundation Stage (EYFS) in shaping inclusive, reflective practice. Anita Soni explores how the EYFS can be used as a powerful framework for promoting young children’s mental health, even though the term itself is largely absent from official documents. Meanwhile, Jane Lane delivers a bold and necessary call for anti-racist education, arguing that practitioners must move beyond tokenism to truly understand and address the roots and impact of racism in early years settings. Both authors highlight the importance of practitioner confidence, critical reflection, and systemic support in order to create environments where all children feel emotionally safe, seen, and respected. These papers remind us that inclusion is not just about access—it’s about changing mindsets, practices, and policies to reflect the real needs and identities of the children we serve.
2007 - Possibilities, Pressures and Professionalism: Early Years in Transition
The 2007 TACTYC reflections offer a thoughtful and energetic response to the sweeping reforms and ambitions of early years education in England during the rollout of the Early Years Foundation Stage (EYFS). Anna Craft powerfully champions ‘possibility thinking’ as the essence of children’s creativity, urging practitioners to stand back, listen, and co-create learning opportunities that spark curiosity and innovation. Margaret Edgington reflects on a decade of rapid policy change, warning of the crisis facing early years practice if developmentally appropriate pedagogy is not protected. Meanwhile, Jane Payler and David Whitebread expose the unintended discrimination faced by summer-born children through school starting age and entitlement policy, calling for equity and flexible grouping. Payler’s second piece gives an insightful peek behind the scenes of EYPS assessment, celebrating the professional commitment of practitioners while highlighting the intense demands of evidencing quality. Together, these papers raise crucial questions about equity, professionalism, and the importance of keeping children’s voices, experiences, and creativity at the heart of early years education.
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