Abstract

This paper examines the way in which recent criticisms of the work of primary school teachers in Britain, most notably those entailed in and following the publication of the so-called 'Three Wise Men's Report', have attempted to redefine the professional identity of early years teachers. The paper objects to the manner in which their critiques have been formulated and calls upon educational researchers to adopt a less reverential attitude to government proposals for the reform of primary education in general and early years schooling in particular.