Policy frameworks shape how we understand and deliver early learning, and therefore shape the environments in which we teach, learn, and care. They can feel overwhelming: long documents filled with technical language, statutory requirements, and strategic aims that do not always translate easily into classroom practice.

In an earlier post I covered what has changed in the EYFS in England for early years practitioners. In this post, I highlight a few key elements that help any educator, practitioner, researcher, or policy advocate to read and understand policy frameworks — whether it’s England’s Early Years Foundation Stage (EYFS), Kenya’s Integrated Early Childhood Development Policy Framework (IECD), Thailand’s Early Childhood Curriculum (ECC), or UNICEF’s Early Childhood Development Framework.

Each reflects the same goal — giving every child the best start in life — but they differ in structure, language, and approach. Being able to read and interpret any policy framework critically is essential. It is how we bridge the gap between policy intent and practice reality.

1. Start with the structure

Every framework, regardless of country or region, follows a structure that reveals its priorities.

For example, the EYFS begins with safeguarding and welfare requirements before introducing learning goals — signalling that safety and wellbeing are the foundation of learning.

By contrast, Kenya’s IECD Policy opens with governance and community participation, highlighting how early childhood is seen as a shared social responsibility.

Ask yourself:

• Why was this policy written?
• What problem is it trying to solve?
• What does the order say about the system’s values?

Understanding the purpose helps you focus on the big picture rather than getting lost in the details.

2. Look for the language of the child

Policy is political. Words are carefully chosen. Notice terms like inclusion vs. integration, school readiness vs. holistic development, tracking vs. observing.

Language is never neutral. A framework that describes children as learners, citizens, or future workers tells different stories about what early education is for.

For instance, the EYFS often speaks about “learning through play,” while Thailand’s ECC emphasises “holistic development.” UNICEF’s global approach to early childhood frameworks similarly centres rights-based language, referring to “children’s entitlements” rather than “school readiness.”

Reflection point:
What kind of child does this framework imagine? Independent? Obedient? Curious?

3. Identify the balance between care and education

Strong early years frameworks treat care and education as inseparable — but not all do.

Kenya’s IECD integrates health, nutrition, and family support alongside learning outcomes, while the EYFS locates wellbeing within its “Personal, Social and Emotional Development” (PSED) area. This difference matters: it shapes funding, staffing, and daily practice.

Tip: When reading a policy, note whether “care” and “education” are treated equally, or if one is quietly dominant. How a framework positions these two aspects tells us whether it values early childhood as a holistic stage of life or primarily as preparation for formal schooling.

4. Examine inclusion and equity

Inclusion is often a headline goal, but not always a practised one. Look for specific guidance:

• Are children with disabilities, from minority groups, or in vulnerable situations mentioned explicitly?
• Is there a strategy for early identification and targeted support?

For example, the EYFS includes more detailed expectations around SEND and bias reflection, while Kenya’s IECD Framework outlines collaboration with local community structures for inclusive outreach.

Inclusion is not just about access; it is about recognition. Whose stories, languages, and abilities are seen?

Look for gaps and silences (sometimes what’s missing says more than what’s written):

• Are minority groups acknowledged?
• Is equity discussed?
• How is inclusion framed?

5. Bring research, practice, and policy together

No single framework exists in a vacuum. Therefore, as educators and researchers, our task is not just to follow policy but to interpret it in light of evidence and lived experience.

Reading frameworks critically helps us:

• Align daily practice with the intent behind the text.
• Advocate for change when policy overlooks reality.
• Bridge classroom insights with research and policy dialogue.

When we do this, we create a more human-centred education system — one that listens, adapts, and grows.

Final thoughts

Policy frameworks are more than documents; they are mirrors of our values and aspirations.

The EYFS, Kenya’s IECD, Thailand’s ECC, and UNICEF’s global guidance each reflect unique histories and hopes, but they all remind us that early childhood is political, relational, and profoundly human.

The key is balance: read carefully, think critically, and translate practically. Policy should never stay on paper — it lives in the everyday relationships, routines, and opportunities we create for children.

References

• Department for Education (DfE). (2025). Statutory Framework for the Early Years Foundation Stage.
• Republic of Kenya (2017). Kenya Integrated Early Childhood Development Policy Framework.
• Ministry of Education Thailand (2017). Early Childhood Curriculum B.E. 2560 (A.D. 2017).
• UNICEF (2023). Early Childhood Development — UNICEF vision for every child