Opinion: Letters

RADIO AND LANGUAGE

As your readers may be aware, BBC Radio 4 is axing Go4it, the last remaining half-hour of children's radio on its mainstream networks.

Apparently, radio is protected in law for citizens over the age of 15, but not for younger children. This is regrettable, given the findings of the Bercow Report which highlight the importance of listening skills for social development as well as literacy, and widespread concerns about the effects of the predominant screen and keyboard culture.

Indeed, there is a strong argument for increased access to radio, which can make a powerful contribution for the growing number of families who are learning English as well as to all children's language development in the early years.

The Government has announced an Action Plan on Speech, Language and Communication Needs to address Bercow's recommendations, which includes a National Year of Communication and Language in 2011-2012. A dedicated radio service could inform and enhance this crucial work.

Wendy Scott, Keswick, Cumbria

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GRADUATES DEFENDED

The points made in Alan Bentley's column (26 March) need to be firmly and clearly refuted.

There is an extensive body of UK and international evidence and experience demonstrating that graduate practitioners have a very positive impact on children from an early age. Graduate practitioners bring with them a different set of skills, understanding and behaviours that support and develop the whole team, and our evidence shows that this is handled in a mutually respectful way. Having a graduate is not at odds with notions of play and the practical skills involved in caring for and developing young children - in fact it positively supports them. Many of the 2,800 Early Years Professionals around the country have worked for numerous years in the sector. They see further education and progressing to degree level as a chance to really build on their skills and confidence.

However, non-graduate practitioners are no less valued. This is why we want to see a workforce in which everyone is trained to at least level 3 by 2015. I spoke at a lively NDNA regional conference in the north-east last week. The nursery employers supported the vision of an EYP in every setting, able to lead practice and support the team. Many nurseries are already realising the benefits of having an EYP and many are proud to have the majority of the rest of their staff at level 3.

There are many tough challenges as we develop the early years workforce, but recognising the value of graduates' skills and insight is not one of them. Our youngest children should equally benefit from the level of skill and expertise we expect them to have from the age of four onwards.

Thom Crabbe, National Development Manager for Early Years, CWDC

KEEP THE SKILLS MIX

The National Day Nurseries Association was interested to see the comments about graduate leadership (26 March). Many of our nursery members do recognise the benefits of highly qualified leadership in early learning. But we recognise that there are concerns about a graduate-led workforce in terms of pay and reward, and how these individuals can be retained. Early Years Professional Status was a key topic of discussion at our regional member events this spring.

Financial assistance is available and NDNA is raising the need for this to continue and be as accessible as possible. It is vital not to leave behind the more mature workers at all levels who may not wish to pursue additional qualifications or lack the confidence to re-enter academic study, yet bring a wealth of experience to the nursery.

NDNA believes a mix of staff with differing experience and skills is beneficial to children. A graduate-level workforce is in its infancy, and initial feedback from NDNA members is that it can make a positive difference to practice, the nursery team and outcomes for children. It is important we learn from the initial implementation so that the programme works for children and the setting alike.

Purnima Tanuku, chief executive, NDNA Send your letters to ...

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