NO PLAY, LITTLE WORK
I have worked in early years for more than 20 years and presently also work in a primary school. I find it increasingly difficult and frustrating that activities at the primary school seem directly opposed to early years values and practice.
At playtimes children must put away each toy as they finish with it. They may not engage in play with natural resources, such as earth, grass, sticks and stones, nor go behind trees and bushes to make dens, because of health and safety rules. They may not play games involving superheroes or prisoners in case someone gets hurt.
But accidents happen even when co-operative, imaginative, enjoyable play has been stopped. And aren't acceptable risks like grazes and bruises necessary to play that is truly rewarding?
Children must move to assembly, playtime, lunch or library visits at a moment's notice when they're often absorbed in academic work or creative activity. The timetable rules, but little work actually comes of it.
Meanwhile, the less directed three- and four-year-olds in my pre-school classes are working at a high level and a more stimulated pace, while also having fun.
Are schools helping young children to grow up? They still need our time and attention and to know that we care.
Debbie Chalmers, Girton, Cambridge
- Letter of the Week wins £40 worth of children's books
VOTE FOR FAIRNESS
The assumption that all settings, regardless of individual operating overheads, can function at the same hourly income rate is an obvious nonsense, surely to even the most dogmatic politician.
Fortunately, by nature, politicians' minds are focused on the ballot box. Politician's opinions and the decisions made thereon are swayed far more by the possible loss of votes than by any carefully presented argument or view.
Clear, concise, candid communication of the provider's genuine position is needed to enlighten parents about the looming crisis which will affect them and their children. Parents of early years children will understand the economic unsustainability of current thinking. Parents will not want or support a one-price-for-all approach if the result is detrimental to the quality and choice of childcare they can access.
Perception of ballot box pain (ballox for txt users) may prove to be a potent tool to persuade policymakers of a potential 'third way'!
Hugh Brook, principal, Ellingham House Day Nursery, Hampshire
PHONETIC NONSENSE
What happened to the 'principled professional judgement' which the Rose Review asked practitioners to use, and what has happened to his suggestion that phonics teaching should start 'for most children by the age of five'? Rose recommended that children should receive a language-rich curriculum before they are introduced to phonics teaching - not the inane experiences set out in Letters and Sounds (Early Reading supplement, 27 September). The suggestion that practitioners in pre-school settings should call out 'we are going to stomp through the p-p-p p-uddles in the p-ar-k' is a prime example of the nonsense contained in the Letters and Sounds pack. Any child silly enough to concentrate on the adult rather than the sensory experience of puddle water- splashing would be in grave danger of developing a stutter. Fortunately, most children will not allow adults to sabotage their play!
As always, the most knowledgeable and experienced practitioners will continue to resist such approaches as they continue in their work to support children to develop a passion for books, poetry, rhyme and song.
I will draw on the principled professional judgement I have gained over many years of specialist work with young children, families and practitioners as I continue to challenge inappropriate demands, and help less confident practitioners act as advocates for the young children in their care. If there was ever a time that young children needed strong advocates, it is now.
Margaret Edgington, early years consultant, Leicester.
- Send your letters to... The Editor, Nursery World, 174 Hammersmith Road, London W6 7JP
letter.nw@haymarket.com 020 8267 8402.
