As an experienced teacher of Reception I believe that children do not seperate their learning into areas and psychologists would support me on this! Each significant step forward a child makes often shows progress in many areas. Why should we, as teachers, observe children and file/stick etc observations/photos /work into six areas of learning. Surely it makes more sense to look at each achievement and marvel at how many different targets a child might be achieving in just one photo/activity. We should not be diasecting what children do and say to fit them into areas. Has anyone else an opinion on this? We have an Ofstead inspection next year and I'm wondering what they''ll make of my "higgledy piggledy'' learning jouneys that grow-just like children really! My photos and observations are put in chronological order and I link each one to many different areas of learning.