Early years educators have gained more status and recognition. However, following the greater emphasis and definition of the role of early years educators, it is worth considering whether we have moved too far away from adult-inspired towards adult-insisted learning.
The different editions of my book, Starting from the Child, have been written in response to concerns from the sector about government intervention and prescription in the early years sector and this fifth edition is no exception. Starting from the Child? has a question mark at the end of its title in recognition of the challenges currently faced by practitioners as a result of these interventions and expectations.
To be clear, there is nothing passive or laissez-faire about 'starting from the child'. It is a clear, principled and evidence-based approach where children and their needs are central. Knowledge and understanding of the child, their strengths, their interests and their preferred ways of learning will always result in deeper levels of engagement which, in turn, result in deeper meaning making, and deeper level learning.
The uniqueness of every child and their learning can be lost amid universal and standardised approaches to early years education. At an age when young children have such an urgent need to follow their own path, they can be diverted away from their own interests towards more prescriptive activities and experiences that may not necessarily motivate them and in which, as a consequence, they are not fully engaged. This not only hampers children’s learning, but could also cause competent young learners to become disempowered and doubt their own abilities.
An essential objective of early years education should surely be to encourage children to see themselves as competent and give them the confidence to continue happily on their learning journey. Yet, increasingly, at an age when an enriching environment and supportive educator can have the greatest impact on children’s learning, there is too much pressure to plan for learning that starts from the adult rather than the child. This is prescribed, and in many settings demanded, by those who do not understand child development or the power of play, and whose driver is not the child and their needs but long-term goals that pressurise educators and children alike.
My work has always centred on the aim to steer a path for early childhood educators, a path based on research and theory but rooted in reality, pragmatism and what is known about young children and their learning. As educators we must push back against some of the misguided and potentially damaging pressures of an agenda exerted by those who seem to know little about young children and care even less.
I believe our primary goal should be to nurture happy, engaged children who are fulfilling their desire to learn in environments that stimulate, provoke and intrigue. Children need to be supported and guided by educators who care about them and who do all they can to bring out the best versions of the unique individuals they are.
- Julie Fisher is an independent Early Years Adviser, author and trainer. She is also Visiting Professor of Early Childhood Education at Oxford Brookes University, UK. She has been a headteacher of two schools, a university lecturer and a local authority Lead Adviser for Early Years. Julie’s new book ‘Starting from the Child?' will be launched at the hey! Conference run by Coram Hempsalls on 7 June, exploring learning and development
