Sparking curiosity and igniting a love of learning begins in the early years. Between the ages of 0 and 5, children undergo what is probably the most transformative period of their lives: from crawling, toddling, scribbling and babbling, to walking, speaking, reading and writing – all in the space of just five years.
High-quality care, attention and education during this period enables youngsters to lay down solid foundations that pave the way to becoming strong, resilient, happy and healthy children and adults.
In short, the early years matter.
For young children in the initial stages of development and education, the emphasis is on discovery and exploration. Against a backdrop of positive relationships with adults, regular interaction with peers, and a rich, stimulating environment, children typically learn through hands-on experiences and play-based activities that foster their creative thinking skills.
We only have to peek around the door of a nursery or Reception classroom to see what this looks like in practice: cheerful, colourful displays on the walls; a wide range of engaging activities on offer; children playing and exploring together; and staff delivering purposeful, exciting learning opportunities, day in, day out.
Life in EYFS is not without its challenges, however.
A report by the early years charity, Kindered2, states that almost half of pupils starting Reception are not developmentally ready: they are unable to eat or use the toilet independently, and cannot communicate clearly. The survey involved over 1000 primary school teachers, more than 90 % of whom reported having at least one child in their class who was not toilet trained, or was lacking basic language skills, such as saying their own name.
These findings have far-reaching implications for schools and, in particular, nursery and Reception settings: more staff are needed to support children with everyday tasks such as going to the toilet, eating lunch and getting dressed.
Furthermore, this lack of developmental readiness can adversely affect children’s behaviour. When language skills are limited and children cannot communicate their needs clearly, behaviour often follows and this can hinder progress, both inside and outside the classroom.
Watch our webinar about supporting young children to become ‘school ready’.
With teachers and other school staff already under enormous pressure and the retention crisis deepening across the sector, these findings are very troubling indeed.
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