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Practice and pedagogy in the early years are both very different from elsewhere in schools and other educational establishments. And the words 'teaching' and 'learning' are more often talked about in discussions of the education of school aged children - perhaps those who are six or sixteen years of age rather than those of six or sixteen months. Yet both terms are referred to in relation to the education of babies and young children below the age of five years in the revised Early Years Foundation Stage (EYFS) document, suggesting that in this brave new world teaching and learning begin at birth for babies and children who attend childcare in out-of-home settings (including child-minders, private, voluntary and independent provision such as pre-school groups and maintained nurseries and schools). The reason for this emanates from arguments from diverse groups including economists, social and educational policy writers and many others who realize that early education is a potent force in directing the life chances of young children. The power of such arguments is pushing early childhood education down a new pathway - based on the premise that 'early success begets later success'. This book, which is intended to form the core book of a new series exploring the revised EYFS, will consider this perspective and a range of issues through an examination of the revised Early Years Foundation Stage, focusing on practice. It will address a range of issues pertinent and prominent in the revised EYFS including brain development; school readiness; engaging parents; and the rationale behind the new prime and specific areas of learning.