IS SCHOOL READY FOR CHILDREN?
I feel completely incensed after reading the article about educationsecretary Michael Gove (News, 6-19 September). Much as I loatheviolence, I really feel this man requires a slap up the side of hishead! I cannot comprehend what he intends to do to 'ensure schoolreadiness'. He is talking about children aged only four years, andfinding them wanting because they have difficulty holding a pencil orsitting still to listen! Why on earth would we expect that from them atthis age? I work in an award-winning nursery in Edinburgh where wechallenge this trend of 'preparing children for school'. In my opinion,it is the schools who should be preparing themselves for ourchildren.
Children are entitled to a childhood rich in play affordance andmeaningful experiences where their inherent creativity is encouraged. Ideplore it when adults view children from a deficit point of view.Childhood is, and should be, valued as a period in its own right. It isthe time when children should be climbing trees, making mud pies, bakingbread and singing songs. I find it totally unbelievable that teachersjudge children as 'totally unprepared to learn'.
From the moment they take a breath, children are prepared to learn. Theycome to us questioning, exploring and full of desire to do forthemselves. How often do we undermine their efforts? How often do wetell them, you are not big enough, strong enough, good enough? Our jobas educators is to facilitate the child's development, not direct it -to interact in a sensitive way, providing the experiences and resourcesnecessary for them to fulfil their own objectives, not what we as adultsdeem appropriate.
Frederich Froebel said, 'The faith, the hope, the trust and theanticipation with which the child enters school achieveseverything.'
I dearly wish that we in the UK would follow our Scandinaviancounterparts, and delay formal teaching until age seven. It obviouslyworks, as they consistently achieve higher academic attainment levelsthan in Britain. Many educators in this country have completelyinappropriate expectations of under-fives. For some children, especiallythose who are not auditory learners, sitting still and listening toinstructions from an adult is almost a physical impossibility.
Yet, rather than acknowledging individual learning styles, many judgechildren who find this difficult as being 'disruptive', 'uninterested'or simply 'naughty'! Maybe rather than judging these children we shouldturn our attentions to the teaching methods, and ask how we can dobetter.
WB Yeats said, 'Education is not the filling of a pail, but the lightingof a fire.' Let us fuel the desire that is inherent in our children tolearn, rather than dampening their spirit with the message that they arenot 'achieving'.
I work in an autonomous environment where practice is informed by ourchildren, who know their opinions and views will be valued and willinfluence the space they occupy. Some may suggest that we are existingin a bubble, but I'd take our bubble over the big bad world of receptionclasses any day!
Lian Higgins, lead practitioner, Cowgate Under 5's, Edinburgh
Our star letter wins 30 worth of books
UNDERSTANDING HOW BABIES' BRAINS WORK
The interpretation and potential application of results from computerstudies on infant brain development (Nursery World online, 2 September)is an example of reductionist science. While providing specificstimulation to one part of the brain might improve infant attention, itignores the developmental and biological needs of the developing childin the context of stages of development. 'Windows of opportunity' aresensitive periods in children's lives when specific types of learningtake place. For example, scientists have determined that the neurons forvision begin sending messages back and forth rapidly at two to fourmonths of age, peaking in intensity at eight months. It is therefore nocoincidence babies begin to pay particular attention to visual stimuliat this stage.
While cognitive areas of the brain develop rapidly from birth,stimulating one area involved in cognition and attention without alsodeveloping the foundations of sensory-motor skills is like expecting aplant to blossom without roots in the ground. Children are naturallydistracted by competing environmental stimuli during infancy and earlychildhood because such distractions provide the stimulus to explore anddiscover new things in the physical world. As sensory-motor skillsmature, so the ability to focus and maintain attention on one task alsotends to improve.
Over-stimulation of one area of the brain can actually reducefunctioning in other areas. Too much stimulation can cause stress andhinder a child's development.
Sally Goddard Blythe, director, Institute for Neuro-PhysiolocalPyschology, Chester
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