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Childminders in England have historically been seen as marginal providers of childcare, fulfilling Bruner’s description of the service as an ‘accordion pleat’ in provision. This article outlines the history and current position of childminders in English early childhood policy, and then reports on the views on this role of childminders who participated in focus groups to discuss the statutory requirements for their role. The participants describe their feelings about their role, revealing tensions between the maternal and professional aspects of their practice, the ‘expert’ and ‘common-sense’ contributions they make, and the ways in which they perceive adherence to regulatory frameworks as undermining the relationships with parents, which form a core theme in their self-perception. [ABSTRACT FROM AUTHOR]

Recent developments in early childhood research in the UK suggest there is a good deal of current knowledge as to ‘what works’ in early education, including what helps to narrow the gap between more and less advantaged pupils. A broad consensus now exists in many parts of the English-speaking world as to the forms of provision, including curriculum and pedagogy, environment and ethos, which are most likely to support children’s well-being and their development. This consensus is described as evidence-based because the findings from very large studies have informed policy and practice, and have been widely disseminated. This article summarizes some aspects of the current consensus — on learning through play, respecting diversity, listening to children — and asks some critical questions about the implementation of these principles in practice. Through examining some small examples of interactions in day care and classrooms, it asks whether current confidence about the nature of good practice has prevented researchers from asking difficult questions and challenging orthodoxies. It suggests some topics which might inform the agenda of future research, ensuring that rather than resting on their laurels, researchers attempt to listen carefully to children and families and take both them and their culture seriously. [ABSTRACT FROM PUBLISHER]

An introduction to articles published within the issue is presented, including one by Kathy Silva on the relationship between children's preschool experiences and their later cognitive and behavioral development, another by Priscilla Anderson on a research on children's health, illness and well-being, and another by Paul Connolly on ethnic awareness and social attitudes in early childhood.