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The article discusses the issue of innovative thinking in early learning and development and the possibility that it is being stifled by rigid government-imposed frameworks in Great Britain. It states that early years is now recognized as a stage of particular importance in child development which provides substantial and sustained investment in early education. According to the article, practitioners believe that freedom is necessary to make advances in education.

The article discusses the implications of controlled classroom environments on children and adults. Targets and outcomes were presented by the author to illustrate the scenarios that might happen if a creative environment has been changed to one that is controlled. According to the author, the targets and outcomes can be summarized into extrinsic motivations of both adults and children. Both become conformists to set of goals and targets rather than make their own thus inhibiting intrinsic motivation.

Early years practitioners are too busy serving the needs of the system created by the Early Years Foundation Stage, argues Wendy Ellyatt.

While Britain's early years practice benefits from investment and research, truly innovative thinking may be at risk of being stifled by rigid government-imposed frameworks, warns Wendy Ellyatt.

Having to conform to goals and targets can damage children's sense of self and community, and inhibit their motivation, argues Wendy Ellyatt.

Two letters to the editor are presented, including the belief of British Education Minister Michael Gove on valuing educational diversity and innovation and a response to a news story on children's increasing addiction to computer-game usage in the March 10, 2011 issue.

The author calls for a careful review of the actual benefits brought about by the Early Years Foundation Stage (EYFS). She says early years teachers are tired of the constant change and the demands of a system which increasingly evaluates their professionalism. She thinks the joy of learning for learning's sake is being forgotten due to the need to measure and evaluate. She says paper evidence is valued more than the quality of relationships. She is alarmed that the bureaucracy may be driving talented teachers out of school.

Several letters to the editor are presented in response to articles in previous issues including "Job of the Week," in the May 13, 2010 issue, "To the Point," in the October 15, 2009 issue, and another on sick pay in the April 8, 2010 issue.

Two letters to the editor are presented in response to early education issues in Great Britain, including a press release sent out from the Department for Children, Schools and Families (DCSF) on October 14, 2009 regarding the first-year success of the Early Years Foundation Stage (EYFS) and the article "A High Price for Workers," published in the October 8, 2009 issue.

Several letters to the editor are presented in response to articles in previous issues, including a complaint about the Sunbeams nursery in Leeds, England in the July 9, 2009 issue, an article on the British Conservative party's new early years policy stand by Katy Morton in the July 9 issue and the "Children's authors slam Vetting scheme" in the July 23 issue.