Report RE: Small Settings EYFS

Original Post

by: Millie

Has anyone read the recent documentation from Early Years and Childcare International - the Evidence project?

It is a really interesting find! - I have read all the replies in this section and it is great that so many practitioners have a passion for the children they care for.

But recent statistics state that our education system has gone pair shaped due to introducing early education methods into pre-schools in order to prepare the children for Reception.

It was never meant to be a pre-school remit that that children should be able to read or write before entering Reception.  Indeed research has shown that children starting so early often burn out in Year 1, and do not go onto further education in this country compared to most of Europe.

Nordic regions such as Denmark, Sweden and Germany for example do not start formal education until 7 years old.  Prior to this they are at Kindergarten where they undertake child initiated play, learn to socialise and form relationships.  When they undertake formal education at 7 their standard of education in terms of reading and writing far surpases ours very quickly in that first year.  A lesson which the government are begining to take on board and review. 

So many times have I been into settings as an Assessor and Internal Verifier to support nvq students, to be shown how well the children  are sitting down, doing writing, maths, not allowed to be children.  Some are little old ladies and men echoing their teachers and parents, learning merely through rote.  But what these children seem to lack is freedom of choice, spirit (apart from those children who are jumping from the ceiling due to lack of outdoor play. or freedom of choice).  Half of them when they leave to go into Reception, can not put on their coats, dress themselves or communicate effectively with their peers.  These are the basic skills which children need to cope when moving up into Reception.  Even Reception is being reviewed and it has been announced that play will now continue to be the format introduced for learning and that Year 1 they will begin more formal education.

So practitioners take note, let the children play, observe and plan for their development in only the way that we have been taught - to enhance their development, not hinder. Let the children be children and play indoors and outdoors.  When they go into year 1 introduce formal education slowly, alongside play.  They will be adults soon enough!

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