When, via their own lifelong personal and professional development, early years
practitioners have an openness to the many kinds of children’s expression that exist,
whether through creative and visual arts, movement, music, interaction with natural
environments, technology and so on, the potentialities for children’s learning is inevitably
increased. This will require practitioners who possess the capacity to thoughtfully
embrace different theoretical approaches that can shape their decision making. When a
rich variety of expressions of experience are valued equally and flexibly, children are
more likely to engage in and create successful experiences. The frameworks through
which we ‘see’ and understand make a significant, possibly decisive difference to
whom we can allow children to be and become.