Early years education is woefully misunderstood.

[Invasionofthegutsnatchers]

I'm an infant school teacher. (Year R, 1 and 2 = age 4-7). The more time goes on the more I'm realising that a huge proportion of the general population don't understand the importance of learning in the first few years of life.

Childcare as a concept is highly valued because it allows parents to go to work, this is a necessity for most. But the actual stuff children do at Childcare settings is often dismissed as 'just playing'. This play is crucial for development.

Children need to be able to listen to others, take turns, understand that others have needs and wants. They have to share once they start school.

They need daily exposure to nursery rhymes and stories. Strengthening activities to allow their fine and gross motor skills to develop. Imaginative play to help them be empathetic and create stories. And so much more.

I feel like the pandemic has highlighted so many reasons we need this learning and as a result a lot of children who missed out on childcare have huge gaps in their development. Very poor core strength for example so they aren't ready to write. No knowledge of rhyme as they haven't been singing songs. So many other examples. Social skills is a massive one. We need to value this education so much more and the adults who work really hard in these settings.

If there is a capable parent available to provide the learning experiences to a child instead of a childcare setting, I don't have an issue with that at all. But most parents work now. Some have no idea how to talk to their children or play with them. So childcare settings do have a really important role.

I fully agree that early years learning is crucial and not adequately valued.

I disagree that "childcare" is the only way to achieve a good quality of early years education.

@Invasionofthegutsnatchers

If there is a capable parent available to provide the learning experiences to a child instead of a childcare setting, I don't have an issue with that at all. But most parents work now. Some have no idea how to talk to their children or play with them. So childcare settings do have a really important role.

Some working parents also manage to talk to and interact with their dc

OK @Stompythedinosaur that was clumsily put.

Obviously you can be a working parent and be available to your child and talk, play etc. I teach full time and still play, read, chat, bake etc with my children. But working long hours can mean some parents don't get home before bedtime for example.

@Kite22

'The death of the children's centres was a terrible decision and SureStart was priceless and it is appalling it was binned in the name of austerity.

DS is almost 15 but I used to take him to sure start centres in SE London in a deprived area. We were not the families targeted as dual income, not requiring parenting support etc - generally the children attending the centres and activities I engaged in several times a week were not the children it was aimed at.

What we have come to realise though is that the services need to be Universal, for people to be willing to come in to the centre. You only have to look at 'Parenting Courses' to show how only "targeting parents that need it" mean very few people access these courses when actually they could be brilliant for many of us. Stay and Plays, learning to cook groups, and all the other brilliant things CCs used to do, meant people walked through the door. Once there and once the relationship was built, then targeted support can start. Without them, any "intervention" is seen as "the social" and to be avoided at all costs.

Absolutely. And people parent by reference to those around them. Having a mix of parents from different social groups raises the bar in terms of the opportunities and experiences you view as being available to your child. When my DS was born, we lived in an urban, socially mixed area and attended children's centres which were mixed in terms of the backgrounds of those attending. Our fantastic local council had hugely invested in this and there were three centres within walking distance, one with access to a swimming-pool. Lots of free classes and baby massage and swimming offered for a few pounds a session (and free if you couldn't afford that). Of course, services are massively reduced post-Covid which only leaves private baby and toddler classes and swimming lessons which are out of reach of many. And it's probably not those who would benefit the most who are able to access them.

I've taught year R recently in a high performing school and it's very frustrating to be told by the head that we need to be getting through the phonics quicker, push the children to writing sentences earlier, get them calculating and recording maths independently. In my opinion it's far more important to make sure these children can listen appropriately in a whole class discussion and share their ideas confidently, look after themselves by getting dressed and going to the toilet by themselves, being able to speak in full sentences properly, have adequate vocabulary, a love of reading and rhymes, be able to take risks, so many more basic skills.

I'm currently teaching year 1 and the impact of not having this foundation in place is children who struggle in many ways. We are adapting our provision to accommodate this as much as we can.

But it's not just pre-school, it's from birth. Sooo many parents I see don't talk to their babies. Yes, they're looked after in terms of fed, clean nappy etc, but it's all done silently.

How do you know this? When are you watching people 24/7 with their babies? I think a lot of people are making excellent points on this thread, but there are also a lot of people sat on very high horses…
I used to talk, sing, dance and all sorts when I was on my own with my LOs or with friends and family. Not so much out in public by myself with them because I felt a bit self conscious about it. Who knew I had people staring, analysing and judging me as an unfit parent

@picklemewalnuts

Many many parents do not know that these things matter though.

I actually think it's grounded in sexism. It was women's work, mothering, and therefore not important or skilled. It was untaught, it was modelled.

Women's work rearing their children was abandoned as women went into the mainstream workforce, and parenting became 'supervising them so they don't have accidents', essentially the skill was lost.

I've expressed it clumsily, I know.

Women’s work mothering children is often scorned upon on MN too. I know you don’t have to be a full time SAHM (I wasn’t) but you either have to pay someone to do messy play, outdoor play, nature walks, going to the playground, or a parent has to be at home to do it with the children for at least part of the week.

I think it's invaluable. I'm a sahm, and I do all sorts with my children because I have time to. They do use screens, sparingly, but since they were babies we've read to them/with them. We paint, we play outside, we bake, we draw and colour all of it for the vast majority of our days.

But even with that - which lots of working mums just don't have as much time to do as I do (not a criticism, in the least) - I saw a huge difference in both of my children when they started doing their 15 hours a week from age 3. I've got one in early primary now, and one who does 3 days a week (so 18 hours) at an amazing preschool. With the best will in the world I can't teach them the skills that preschool can. They come out of there ready for school.

That said, it never fails to amaze me that some parents consider it the job of school to teach. I've family members who are KS1 teachers who are expected to teach children things like how to cut up their food at lunchtime, tie their shoe laces, open a yoghurt pot, zip up their coats. Whilst I completely agree that schools should support children in learning skills like these, really they're things that should primarily be taught at home.

@Invasionofthegutsnatchers

I've taught year R recently in a high performing school and it's very frustrating to be told by the head that we need to be getting through the phonics quicker, push the children to writing sentences earlier, get them calculating and recording maths independently. In my opinion it's far more important to make sure these children can listen appropriately in a whole class discussion and share their ideas confidently, look after themselves by getting dressed and going to the toilet by themselves, being able to speak in full sentences properly, have adequate vocabulary, a love of reading and rhymes, be able to take risks, so many more basic skills.

I'm currently teaching year 1 and the impact of not having this foundation in place is children who struggle in many ways. We are adapting our provision to accommodate this as much as we can.

100%

@Rosesareyellow

But it's not just pre-school, it's from birth. Sooo many parents I see don't talk to their babies. Yes, they're looked after in terms of fed, clean nappy etc, but it's all done silently.

How do you know this? When are you watching people 24/7 with their babies? I think a lot of people are making excellent points on this thread, but there are also a lot of people sat on very high horses…
I used to talk, sing, dance and all sorts when I was on my own with my LOs or with friends and family. Not so much out in public by myself with them because I felt a bit self conscious about it. Who knew I had people staring, analysing and judging me as an unfit parent

How do you know ?

Because there are 3 and 4 year olds - without any speech disorders or processing difficulties - who have very little vocabulary. Who can't follow a really basic conversation. Who don't anticipate, deduce, question, comment. Who don't have "knowledge of the world". Who can't describe. Who can't approach other dc to play, or adults to seek help. Who can't respond to approaches from other children. Far too many who can't make their needs and wants known.

teach children things like how to cut up their food at lunchtime, tie their shoe laces, open a yoghurt pot, zip up their coats. Whilst I completely agree that schools should support children in learning skills like these, really they're things that should primarily be taught at home.

I genuinely think some parents just don't think of it. I had to explain to a mum whose 4 year old couldn't put his own shoes on, that we were teaching him this and could she also support at home. She was mortified a she just hadn't thought about him being in school with 1 teacher and 1 TA and they can't do 30 pairs of shoes!

The headteacher of my children's wonderful nursery school was adamant that they should carry on taking all the children of the area they could fit in, regardless of family income or background. This was because every so often the council started making noises about restricting admission to children from families identified by social services or the NHS as being behind in their development or in particular need of a nursery place because of family circumstances.

She felt all children from families who wanted one should be able to get a nursery place, or equivalent. I agree 100% on that. However, she also said that, very straightforwardly and with no attempt to sugarcoat it, that children who arrived with good social skills and language were terrific models for the children who were way behind. If a child doesn't have a learning difficulty or other problem they can catch up very fast if given the right models and stimulation.

My son is in a good local preschool, he is age 3 but his funded hours don't kick in until after Easter due to his birthday falling just after the start of this term. The funded hours will help a bit with the cost. He is full time. Fees work out at £22,000 per year. It is a colossal amount of money. And of course the staff are not paid much at all, which saddens me.

I can see the difference in him as a result of being in preschool, he is so much more imaginative, he is friendly with other kids and learning how to share and take turns. His language skills are improving and he can sing the alphabet and nursery rhymes.

@Invasionofthegutsnatchers

I've taught year R recently in a high performing school and it's very frustrating to be told by the head that we need to be getting through the phonics quicker, push the children to writing sentences earlier, get them calculating and recording maths independently. In my opinion it's far more important to make sure these children can listen appropriately in a whole class discussion and share their ideas confidently, look after themselves by getting dressed and going to the toilet by themselves, being able to speak in full sentences properly, have adequate vocabulary, a love of reading and rhymes, be able to take risks, so many more basic skills.

I'm currently teaching year 1 and the impact of not having this foundation in place is children who struggle in many ways. We are adapting our provision to accommodate this as much as we can.

That kind of pressure should never be applied to very young children. The zealous pursuit of targets is shameless and at that age meaningless.

I know. But when the head tells you to do it you have to do it

I TOTALLY agree!!!

I'm sorry to hear this kind of pressure is still happening. Back when my children were little, in the 1990s, I was being told by EYFS teachers that there was a lot of pressure in nursery and reception classes in primary schools to get the children ready for the next stage, rather than focussing on what it was right to do with that group of children at the stage they were currently at.

A good point I came across back then was that no sane person would expect if you trained a 6mo baby intensively that you'd be able to teach them to walk. They'd walk when they were ready, probably a lot nearer their first birthday, or in the following months. So why do we try to teach very young children how to read and write, when we know that many of them won't be ready to do that until they're 6yo or 7yo. In other countries they start teaching formal literacy at that age, the children learn quickly, and the earlier years can be devoted to more appropriate learning without the children being made to feel like failures because they can't do what's expected of them.

Because of DfE expectations. Because heads and deputies haven't taught for 10 years so have lost touch. Because local advisors need to 'make an impact'. Because of bloody ofsted.

That kind of pressure should never be applied to very young children. The zealous pursuit of targets is shameless and at that age meaningless.

Every teacher knows that but has no choice.

I do think a lot of people underestimate the importance of Early Years Education.

I have heard people say that there is no point reading to small children because they “can’t understand it anyway”.

My own ex, when I suggested taking our young son to the zoo, said “What’s the point, it’s not like he’ll remember it”.
To which I sarcastically replied “Oh, you’re right, let’s put him in an empty grey room until he’s 18!”

We went to the zoo.

There is this narrative now that ('lazy') teachers are trying to get parents to do things with their children and it's all really hard and all unnecessary. We'll some of it is. I don't like setting weekly home learning for my class, I'd much rather the parents read a book to their child every day. No need for reading diary rubbish. But life skills are so important and taking the time to talk to your child every day , modelling listening, asking questions, playing in a relaxed environment are precious. I do think when both parents are working long hours this is harder. I worked part time when my kids were little but not everyone can.

Routine at home is so important. A regular bedtime, winding down beforehand, getting school stuff ready the night before, making sure children are fed, rested and ready to learn when they arrive at school in the morning are crucial. You would be surprised how many children are left to their own devices in the evening, able to access inappropriate content on YouTube and gaming platforms, chronically sleep deprived and not given breakfast. It sounds like the basics but it's not a given.

Reading a book to your baby increases bonding, develops their vocabulary, attention span, listening skills and most importantly provides 1-1 cosy, warm, loving time.

A 4 year old who has been read a book every day of its life will associate reading with love and want to read. This is incredibly powerful.

I'm sorry if I sound mad here but I'm so passionate about this and feel the message of how to get children involved in reading and loving learning has been lost

That kind of pressure should never be applied to very young children. The zealous pursuit of targets is shameless and at that age meaningless.

As a pp said. Every teacher knows that - it is the DfE, the regularly rotating Ministers for Education, and OFSTED that need to be convinced though. It isn't just 'high performing' schools - it is every school that doesn't want to be labelled as failing with all that brings.

@Invasionofthegutsnatchers

There is this narrative now that ('lazy') teachers are trying to get parents to do things with their children and it's all really hard and all unnecessary. We'll some of it is. I don't like setting weekly home learning for my class, I'd much rather the parents read a book to their child every day. No need for reading diary rubbish. But life skills are so important and taking the time to talk to your child every day , modelling listening, asking questions, playing in a relaxed environment are precious. I do think when both parents are working long hours this is harder. I worked part time when my kids were little but not everyone can.

Routine at home is so important. A regular bedtime, winding down beforehand, getting school stuff ready the night before, making sure children are fed, rested and ready to learn when they arrive at school in the morning are crucial. You would be surprised how many children are left to their own devices in the evening, able to access inappropriate content on YouTube and gaming platforms, chronically sleep deprived and not given breakfast. It sounds like the basics but it's not a given.

Amen to all of this! I work in a school nursery. I’m shocked at how many of our children go to sleep with an I pad, or arrive in the morning without having eaten anything. Some come clutching a biscuit and the parent will say “sorry we we’re running behind today so no time for breakfast!” But really it’s just that they don’t have a routine or struggle with organising their time.