A survey by the Professional Association for Childcare and Early Years (Pacey) found the vast majority of childcare workers want to see a rethink of the term "school ready" with a greater focus on play and less on academic skills such as reading, writing and maths.
Of those surveyed, 97 per cent wanted school-ready children to be defined as being curious about the world, having a desire to learn, being able to cope with separation from their parents and being independent with their personal care such as being toilet trained.
Only a third wanted a good understanding of reading, writing and arithmetic to be a criteria and around half of those surveyed wanted to see greater focus on play in the Early Years Foundation Stage (EYFS). Just four per cent wanted more criteria related to academic achievement added to the EYFS.
The two greatest barriers to children being school ready highlighted by childcare workers was a lack of communication between early years settings and schools, and different children's professionals having too many expectations of children’s achievements.
Pacey chief executive Liz Bayram, said: “Our research with childcare professionals gives a clear message: learning through play is, by far, more important than formal learning for pre-school children.
”This view is backed up by research and is in stark contrast to what is seen by many in childcare and early years, as government and Ofsted’s 'schoolification' of their profession."
She is also concerned that proposals for the Early Years Educator and Early Years Teacher qualifications do not have a focus on understanding the theory of play.
Another concern of Pacey’s is a proposal by Ofsted to overhaul testing of young children so that they are assessed before they start reception.
This latest survey, of 500 childcare workers, is part of a summer project by Pacey aimed at creating a clearer definition of "school readiness". Parenting website Netmums and the National Union of Teachers will also be involved, gathering the views of primary school teachers, parents and children who are starting school in the next academic year. The project’s findings and recommendations will be published in September.
Bayram added: “We are looking forward to hearing the views of parents and teachers. In doing so, Pacey hopes to build a shared consensus on what matters most for our youngest children and, through this, make recommendations to government on how to improve collaboration between teachers, childcare professionals and parents at this important point in every child’s life.”
