I cannot believe how little we value childhood in the UK.
Before I began my BA (Hons) degree in early childhood studies, I had strong opinions on what I thought was best for children. On my first placement I remember pressuring a child to finish his dinner (he later vomited and I felt dreadful), and thought children should keep their elbows off the table.
I believed it was good for them to do what I wanted them to. In short, I thought children needed to be controlled.
On meeting Swedish students, I encountered a totally child-centred attitude. They value parents as the child's first educator and work together in the best interest of individual children.
Nursery inspections do not take place, instead parents, staff and the community work together all year round to assess the quality of provision.
When the students visited UK schools they found the way we control four- and five-year-olds almost laughable. One was appalled at seeing children having to sit still with their legs crossed and fingers on their lips. When she asked what the educational purpose of this was, I could not answer.
Now I have concluded that it is easier for staff to control children, rather than empower them. In the UK, staff and parents put much effort into controlling children, which stifles their natural curiosity, intrinsic motivation and holistic development Society needs to reassess what childhood is for. Is it to control children and push them through a narrow curriculum, or should it rather be to develop well-rounded, adaptable individuals? We must empower children in their lives, let them play in the rain, climb trees, make mud pies, get glue and glitter everywhere.
To improve quality and standards in the early years, children's first seven years of life must be seen as a 'special time', not as a preparation for formal schooling. Let's look at what works, then pressure the Government to listen to us. Let's not be complacent, but strive for excellence for all our children.
