one size fits all

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One size fits all

Very young children, from birth to 5yrs, will now be subject (in the UK) to an assessment regime following the introduction of compulsory educational goals in the new Early Years Foundation Stage (EYFS). Children have to be assessed regularly by all childcare providers, including childminders, particularly at 2 years and at 5 years. These targets cover seven 'early learning goals', which include literacy and numeracy requirements as well as ICT screen based technology.

resource link > EYFS Statutory Learning Goals

What is wrong with a curriculum and testing for under fives?

In these early years of life children have such huge variation in skills, abilities and experiences, progressing at different rates - they are not ‘one size fits all’. Parents also have widely differing approaches and understanding of early childhood learning, and there is great variation in the way parents wish to bring up their children - including those who are indifferent to the value of reading for enjoyment, and the value of exploratory play as a natural method of learning.

To set guidelines on good practice in early years, and provide the right environments for learning through play, with trained practitioners should be exactly what is needed.

This ideal, however, is undermined by setting standard assessment targets at this very young age, and extending the questionable practice of formal literacy and numeracy to commence at an even earlier age - down to 4 years or less. The pressure and stress on all, children and adults alike, if a child does not demonstrate the required ‘outcomes’, and fail to meet these standards, is counterproductive.
Other European countries, who do not start formal literacy and numeracy until 6 or 7 years, are achieving better results in international league tables. These countries believe it is more important to create firm foundations by allowing plenty of time for the development of children’s language, attention, and social skills through play and creative activities before starting formal education.

The history of educational research in child development and learning over the last 250 years confirms consistently that time for practical exploration is essential before more academic, formal learning. Evan more than this - that children have within themselves the instinctive power to learn which must be nurtured by providing the right environment for self development without coercion or force.

An example where even trained practitioners in a nursery school can get it wrong is clearly described by Catherine Gripton in Annie Woods book “Child Initiated Play & Learning: Planning for Possibilities in the Early Years” (publ. 2013):

"Observing the Maths Table:

In my capacity as a mathematics co-ordinator, I visited the nursery school one morning to do a planned observation of maths teaching and learning. I was ushered to a seat next to the maths table, which was a table with shelves of labelled baskets containing calculators, threading beads, cubes, sorting trays, brightly coloured small animals, number lines, compare bears, plastic shapes and rulers. The children were busy around the indoor and outdoor nursery environment; few children approached the maths table. Occasionally a child would collect a small animal and make an animal noise, or pick up a calculator and use it like a walkie-talkie or press buttons idly while looking around the room before returning it to its basket and moving on to another activity. After twenty minutes I had seen no mathematical learning [here]…

The lead practitioners explained the frustration they felt that children did not choose to do mathematical activities, and asked how they could 'liven up' the maths table.

For me, the issue was not the maths table (although I advised them to dispense with it in favour of a pattern area or puzzle table) but the compartmentalisation of learning into subject areas, and then [into separate] physical areas of the environment.

There was an enormous amount of child initiated mathematical learning that morning across the nursery when playing with books, sand, dough, water, bikes, mark-making materials, blocks, jigsaws, etc. This learning could have been developed and multiplied many times over if practitioners had planned, recognised and supported rich mathematical opportunities across all areas…"

resource link > Annie Woods: Child Initiated Play & Learning

With every new curriculum comes the publication and production of quantities of new educational material - learning programmes, guidance on best practice, quick fix activities geared to the ‘tests’, recommended reading lists, how-to-do it guides, and simple checklists on what to do with children at particular ages.
These will be used both by their intended market, the trained practitioners, and by parents keen to get a head start. All geared towards presumed outcomes and desired test results.
This creates a very high possibility of inappropriate material and activities being set out as ‘learning’ tasks to do everyday, instead of imaginatively including the learning concepts in daily play activities. In doing so the child’s natural interest, delight and curiosity is at risk of being stifled and compromised.

Sue Palmer, author and a founder of Early Childhood Action, set up to speak out and highlight concerns about the early years ‘EYFS’ legislation, says:
"It’s time we recognised that too much too soon isn’t working. To give our under-sevens the best chance of growing up bright, balanced and literate we must stop trying to fast-forward their education. They need time to grow, talk, sing, listen to stories and enjoy that most vital ingredient of a good childhood – play."
resource link > Sue Palmer: Schoolification Article

what do we mean - thinking by making?

• there is special knowledge and understanding to be gained by making things

• childhood plays a vital part in this innovative process

a historical perspective

• evidence from the past

• art and decoration

• observation, trial and error

• origins of maths
• patterns and geometry

facing the future

• living in a digital age

• how can this be creative?

• new ways of thinking