Comments for 'Focus on early years'
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As soon as the state gets involved, measurable targets are introduced and children cease being viewed as children but as units of production. A curriculum gets introduced and children are expected to achieve arbitrary targets which dehumanises them and counteracts the benefits of play.
three quick points:
1. In so far as evidence exists showing that formal pre-school education/childcare can stunt or distort children's social and behavioural development, it relates to very young children (0-2) and long periods of care (40 or 50 hours). There is no evidence, so far as I am aware, that shows that 4 hours high quality pre-schooling each day for 3 and 4 year olds does anything but good.
2. The choice between allowing children to play and educating them is a false one. The best forms of pre-school manage to combine the two so seamlessly that children probably don't even realise they are engaged in a structured learning process at all.
3. I sympathise with your concerns about presriptive central targets though, particularly where these are presented in the form of a detailed curriculum. Better by far to ensure that we have highly intelligent, well qualified and deeply committed staff, and then to trust them to lead the class in whatever way they see fit (within only the broadest possible framework).
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