This article examines the use of naturalistic observations to explore children's experiences in the early years at school, from their perspectives. It looks at the difficulties encountered in determining the significance of observed behaviours in relation to (a) experiences and (b) impact of those experiences. Often the children were not satisfied with their experiences. Teachers of Foundation Stage and Key Stage One were faced with a dilemma. They have three competing areas of pressure on their practice. They are encouraged to follow the interests and needs of the children, in keeping with an early years approach; they have knowledge and understanding of the long-term impact of various aspects of provision; they are subject to short-term attainment targets which, arguably, exert pressure to work towards short-term goals that may result in provision which disregards long-term consequences. It suggests the need for a critically reflective approach to professional development for teachers to enable them to address the conflicting pressures. This is essential if teachers are to feel confident and empowered, and if children are to have fulfilling and fruitful experiences.

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This paper explores the concept of �unlearning learning� through three projects conducted by university colleagues. It questions whether it is necessary to �unlearn� in order to truly accommodate and synthesise new ideas into a reflective praxis. It suggests that perhaps we do not really �unlearn� but loosen some of the threads of our knowledge and experience so that they are not bound so steadfastly. The untangling of some of our thoughts does not simply make room for the addition of a new body of knowledge, but assimilates the new knowledge in the light of previous experiences, re-organises connections between previous experiences, brings new insights and alters our understanding, beliefs and behaviour.

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