This is a reflective discussion of the education of 4 to 8-year-olds based on a sympathetic recognition of the complexities of being an early years teacher. Angela Anning begins by reviewing the historical and ideological traditions of British infant and primary schools, tracing how we have reached the position where teachers are torn between child-centred progressivism and utilitarian demands in educating young children. She then provides a critique of accepted thinking about the cognitive, social and emotional development of children and explores the complexities of teachers' roles, particularly in the areas of language, intervention and expectations. She discusses the organization of the classroom, the structuring of learning through the school day and the content of the curriculum. She tackles the implications of the National Curriculum and national assessment for seven-year-olds and their impact on pre-fives and children with special educational needs.