Another notable change is that the aspects that each of the Areas of Learning were previously broken down into are not present in the new Development Matters. So, for example, although Mathematics contains statements which refer to Shape, Space and Measure and statements which refer to Number, these statements are no longer separated into the diff erent aspects. Instead they simply make up ‘Mathematics’. This is the same for each Area of Learning.


Connected to this is the complete absence of the Early Learning Goals (ELGs) within the Development Matters 2020 guidance. Unlike its 2012 predecessor, Development Matters 2020 does not include the ELGs alongside the statements for Reception-aged children. This is because the revised Statutory framework for the EYFS (to be used from September 2021) emphasises that pre-Reception providers should not use the ELGs as a basis for their curriculum, but rather that the ELGs should only be used as an assessment during the summer term/at the end of the Reception year.


Developing a Curriculum


The widening of the age-bands, the absence of the aspect subheadings, and removal of the ELGs within the revised guidance have big implications for curriculum development for settings.


Whereas the previously detailed 2012 guidance provided a natural basis for a birth through to Reception curriculum, the revised 2020 guidance (by its own admission) does not.


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For some, this will provide a welcome (and intended) freedom to tailor a curriculum that refl ects their specifi c children, alongside the freedom to move away from collecting large amounts of evidence and tracking on detailed checklists. For others, the absence of a ‘safety net’ of developmental statements may be worrying. In an ideal world, all practitioners working with young children would have a detailed knowledge of these developmental norms and, therefore, would not need to refer to a guidance document containing them. However, in reality, the movement of staff within settings, alongside the ever-changing backdrop of early years pedagogy, may leave some feeling a little unsure in some areas. One thing that is certain is that the removal of this ‘safety net’ means that there is now, more than ever, a real need for sector-specifi c CPD and education on child development theories amongst the early years workforce.


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