To not understand why children start school so young in the UK

[Alisvolatpropiis]

Just that really. In lots of countries children don't start school properly until 6 or 7 whereas in the UK it is 4 or 5, depending on where in the school year their birthday falls. I know some in the SW Valleys area who have started school (not nursery) at 3.

Britain doesn't appear to be topping education charts from what I can tell so what is the benefit?

In Switzerland they used to start formal schooling at age 6/7 but they've brought it down to age 4/5 now, or at least made it mandatory. When DH and I (Scottish) compared our early education experiences they weren't that different given he was in Kindergarten at 5, and my primary 1 class had a sandpit and a dressing up box and we finished school at 3.

Take a look at this blog. Or any of Alistair Bryce-Clegg's stuff.

Higher expectations does not necessarily mean children spending all their time or even most of their time sitting at desks doing formal learning. Or lots of didactic, chalk and talk teaching.

The statement is very clear that both assessments look at seven areas.

"The early years foundation stage (EYFS) framework sets the standards for development, learning and care of children from birth to age 5.

Providers need to carry out 2 main assessments of the children in their care:

the EYFS progress check at age 2, which consists of a short written summary of a child’s development when they are between 24 and 36 months
the EYFS profile, which summarises and describes a child’s attainment at the end of the EYFS (ie at age 5)

Both assessments look at a child’s progress in the following 7 areas:

prime areas of learning:
    communication and language
    physical development
    personal, social and emotional development
specific areas of learning:
    literacy
    mathematics
    understanding the world
    expressive arts and design

The EYFS requires providers to supply parents and carers with a short written summary of every child’s development when they are between 24 and 36 months old. This progress check allows practitioners to identify which children need additional support.

The progress check concentrates on the 3 prime learning and development areas of the EYFS:

personal, social and emotional development
physical development
communication and language"

But all seven areas are checked. 'Concentrates' does not imply exclusive focus.

Buffin, you are confusing learning alphabet songs etc with the utilisation of their use in the reading activity. Some children do not actually hear that initial sound. Some hear the end of a word. Lots of strategies are involved in the deciphering of words. It is an intellectual activity involving general understanding, contextual and syntactical cues, recognition of whole words,experience of book language (which is different from spoken although you may not realise that at first) and also very importantly the sounds which make up words. I remember, some years ago, hearing a famous linguist named Frank Smith talking at London University, referring to the heavy dependence on the early teaching of phonics and the overload of short term memory as the way to teaching young children that they "can't do it". By all means sing those songs etc and enjoy the activity but there are in fact many more valuable early activities. The involvement of children with the language of rhymes, songs, books, the telling of stories as well as the reading, activities and play situations which involve a variety of language. Growing things, water play, group discussions of all sorts, acting out rhymes and familiar stories etc etc etc

I am of course referring the above to nursery and early school activities. Once in school sounds which relate to letters should be learnt but don't necessarily expect them to be utilised until the child is at the appropriate stage. However, they will effect recognition on the written page and will be available as their involvement with the written word develops. That the experience of sharing a book is one of pleasure and not anxiety is the basis of becoming a real reader.

Im not confusing anything. Just pointing out that children are learning all sorts without being tied to a desk. In reception my dc learnt about money by playing going to the shop, learning to add and subtract by giving change etc.

bruffin that's great. That sort of play is what I was on about.