Huddersfield student Sally Bee-Booth published an article in the sixth issue of our student research journal Fields. We asked her to write a short overview of her research.

The government’s increased emphasis on numeracy and literacy assessment in reception class is extremely worrying as it risks failing to celebrate all children, in all their varied strengths and abilities, as being equally worthy in our education system. In order to see what other aspects of children’s individuality I might see away from adult-led learning agendas, I deliberately set aside the categories of ‘desirable’ development contained in The Early Years assessment framework (EYFS) and joined in with the spontaneity, creativity and dramatic events of child-led imaginary role-play. The study explores my reflective journey through the unexpected tensions of being an adult stepping into the children’s imaginary worlds along with advocating the joys of jointly created play and shared humour. The children welcomed me into their play and allowing them to lead, meant we came to ‘know’ each other in meaningful ways that are invaluable even though they cannot be ‘measured’ or described.

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