This chapter provides a recap of the central issues discussed in the Early Years section (chapters 1 to 4). Central issues considered include the independence of both the educator and student in developing and engaging with learning activities. So the presence of power structures in individual learning systems are seen as important and therefore must be understood. These power structures may derive through national curriculum standards and/or local school cultures. The paradox highlighted in this chapter being that highly qualified educators are often confronted with students tied to specific learning outcomes that do not always align neatly to the requirements of EE.
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