EYFS fails boys
Following the publication of my letter (19 March 2009), I have since completed my BA (Hons) research on the subject 'Why boys are failing in the Foundation Stage'. The research has proven hugely beneficial to my early years setting, initiating new ideas and projects, creating a much more positive learning environment.
On summarising the conclusions reached as a result of my investigations, I am in no doubt that the boys observed in the research are not failing in the Foundation Stage as suggested by the national results of the Foundation Stage Profile (DCSF, 2005), but are reaching, and in some areas working beyond the Early Learning Goals.
Observations carried out have shown without a doubt that when an adult works alongside a child, and more so at the child's chosen subject, the child will communicate and use language skills at a surprisingly advanced level. It was acknowledged that with the high standard of sustained shared thinking being practised within the setting, this was a huge contribution to stopping the boys from underachieving.
I have been left with no doubt that the Early Years Foundation Stage is not meeting the needs of boys or their learning styles and that, as a result, practitioners need to change their style of teaching to stimulate the child's interests.
The study has enabled the pre-school setting to make alterations, adapting curriculum changes to incorporate the boys' learning styles, and enabling staff, parents and the children to become involved and work together to install policies and procedures that will enhance the setting.
We have had some wonderful days celebrating our new outlook, including a Superhero day, Armed Forces Day, and Invite Your Dad to Pre-school Week. All of these have been hugely positive and have resulted in more dads becoming involved in the pre-school's parents committee.
Other local settings have visited the pre-school for advice and guidance on how to enhance boys' learning in their own pre-schools.
Perhaps the most important message to come from the research study was the need for professionals to be critical of some aspects of the guidance which were not working and to adjust them to the child's individual needs, instead of following the framework and guidance with too little questioning and reflection. The setting has now reached the stage where they will make the strategy work for them - and that includes being critical of the things that are not effective enough for the boys within their care.
The result? A happy and contented learning environment which the children and staff are happy to attend.
Cathy Forbes Coles, pre-school manager and EYP, The Parade Community Pre-school, Hilsea, Portsmouth
FRIENDS IN POVERTY
The TV programme 'How the other half live' (6 August, Channel 4) brought tears to my eyes. A wealthy family wanted their children and themselves to gain a greater understanding of a family on the poverty line, and sponsor them.
Working in the childcare sector I am very much aware of the families and the poverty they live in. They sometimes are labelled 'poor, loser, drop-outs,' by ignorant people. To stop this it is important that children are taught not to discriminate. This must start in the nursery and carried through their school lives.
In the TV programme, Ashley and Daisy were compassionate children who came to a greater understanding of the hardship of the family they supported. They wanted to share their world and make life nicer for the other children.
I would like to praise the attitude of their parents, who had worked hard to provide standards of care for their children but also were prepared to introduce themselves and their children to the hardships of the family they sponsored. The sponsored family were well behaved, generous, grateful, and so happy to have new friends.
So, well done to these families. Please stay friends, as I so much want a happy ending.
Janet E Mowinski, learning co-ordinator childcare, Bournemouth and Poole College
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