I was pleased to read that Peter Price, chairman of the National Primary Head Teachers Association, feels the same as I do about the supposed benefits of introducing young children to formal education at too young an age.
The NPHTA stated that five was simply too young to change teaching methods from 'fun learning' into a formal pattern. Further, it did not hide behind politically correct phrases to make the point. It said the Government was guilty of an 'obscene rush' to get children producing academic work, and made the point that a playful approach to teaching seemed to disappear in the majority of schools as soon as children entered Year 1.
One would think that the opinions of someone in Mr Price's position would be seen as a valuable tool for those responsible for setting our educational policy. But this does not seem to be the case. In both education and health in the UK today, we seem to have a fundamental doctrinal divide between those who set policy and those who actually have the hands-on experience.
Why is Government policy so often so out of tune with those possessing the practical knowledge? Could it be that we live in an age where the 'consultant' or 'professional adviser' reigns supreme? So often we hear that Government has commissioned an 'expert' to assist them in maximising or even developing policy - who, upon further examination, turns out to have a predominantly academic background, with little or no hands-on experience.
Could it be that many of the decisions affecting young children are made not totally to meet their best interests, but in order to meet other economic demands - such as bringing forward the time when parents can fully rejoin the workforce, for example?
I believe we should face up to a more global view of what is best for our children, rather than trying to make such important decisions as nursery and primary school education fit other social demands.
- Alan Bentley is chairman of the Childcare Corporation
In a variety of recent surveys, British children have come out as confused, unhappy, and unfulfilled. In addition, their educational achievements, by the time they become teenagers, are poor when measured against their peers in other European countries. What should this tell us?
