Phonics work can only be meaningful for a child who has adequate language and sees the purpose of reading and writing. Children need pre-requisites before they are reading and phonic-ready, beyond a sense of rhythm and enjoying rhymes. They need to be healthy and emotionally secure. They need the skills to socialise with peers and adults and the language to support this. Some children also need strong support in raising self-esteem, which contributes to confidence in tackling learning.
As well as a sense of well-being children need rich experiences which they want to talk about. They need to begin to understand the wonders of their world and their place in it. Once the desire to really communicate is awakened, it is more likely that the advantages of reading and writing will be appreciated. Formal phonics therefore becomes a relevant part of it.
Children need the physical skills and body and spatial awareness which results in the refinement of fine manipulative skills and the eye/hand co-ordination necessary for many tasks, including writing and reading.
Children need to play out experiences using emerging reading and writing skills, supported by a print and book rich environment. Throughout these processes phonic awareness will be established and built on and become an acceptable part of the child's learning journey.
We should learn lessons from our European neighbours, who value the whole child and acknowledge their uniqueness. They understand that when seeds are sown on barren ground, plants may find it difficult to bloom.
