The coalition Government has made clear that it wants children to be 'school ready' by the time they enter reception class. What this means and how it is to be achieved is causing dismay within the early years sector.
Many practitioners fear a move towards curriculum-centred approaches to early years teaching in schools. Such a step, we argued in Part 1 of this series, would be misguided. Curriculum-centred teaching fails to take account of the ways in which young children learn, leaving little room for their individual differences, or links to specific social contexts. It also suggests that any mismatch between children's needs and the experiences provided by schools is the fault of the child.
Register now to continue reading
Thank you for visiting Nursery World and making use of our archive of more than 35,000 expert features, subject guides, case studies and policy updates. Why not register today and enjoy the following great benefits:
What's included
-
Free access to 4 subscriber-only articles per month
-
Unlimited access to news and opinion
-
Email newsletter providing activity ideas, best practice and breaking news
Already have an account? Sign in here
