Many in the early years field are shocked by the way that professional knowledge and experience has been ignored in relation to early reading, and concerned that parents, too, will be puzzled by the apparent intention to impose a way of working that is highly inappropriate for young children, and at odds with the stated principles that underpin the Foundation Stage.
Indeed, findings from the major study funded by the DfES on the Effective Provision of Pre-School Education show that adult-initiated work is more successful when it takes account of children's existing knowledge and interests.
Phonics is an important tool for literacy, which children in other countries learn quickly when they are six or seven, after their speaking and listening skills have developed along with their interest in written language and their motivation to learn to read. Good practitioners know that there are plenty of engaging ways of encouraging this in children from a very early age. But there is no convincing evidence that introducing formal instruction to large groups of four-year-olds improves later outcomes.
At a time when personalised learning is being advocated for older pupils, it seems perverse that children starting school, who most need individual attention, are to be denied proper support at a crucial stage in their development.
* Wendy Scott, early years specialist, Keswick, Cumbria
