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People in many countries, including the UK and America are fond of pointing to countries like Finland and other Scandinavian countries as great examples for where they should be heading with education, if they wish to ensure the highest quality learning for the most children, preparing them to live the best possible lives. So, we then have to really wonder when we see that the reality of what is done pays so little attention to the lessons available from those countries.
I’ve written in the past about how we finished up with education systems that start children in school so very early. Of course, it all goes back to the industrial revolution and the desire to turn out interchangeable widgets (workers) who would be economically contributing with a principle of ‘sooner in, sooner out to get them working at an early age.
Today, most of our KG and Primary level children are being prepared for a life that will last 100 years – where’s the rush? Where’s the hurry?
This article from NPR is really worrying. Even though the data used is up to 5 years old, it shows a trend that suggests little has been learned, and in fact that things have been getting worse, not better. I believe what’s needed is a KG experience that provides abundant opportunity for play – both free and semi-structured, natural development of pro-social skills, physically active and energetic, with a rich variety of materials available to stimulate the children’s creativity.
I fear that what we’re seeing is continuing to act as an artificial form of filter, often at the expense of children coming from poorer backgrounds (I’ll be writing about this in another post quite soon), but also filtering those children whose neural networks take a little longer to get in shape to receive and be receptive to a programme of academics and emphasis on alphabet, reading and even basic writing skills. We may be sayingthat we want an education system that is holistic and wants to support every child to fulfill their potential – but do the actions reflect this?