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.
Register Now to Continue Reading
Thank you for visiting Children & Young People Now and making use of our archive of more than 60,000 expert features, topics hubs, case studies and policy updates. Why not register today and enjoy the following great benefits:
What's Included
-
Free access to 4 subscriber-only articles per month
-
Email newsletter providing advice and guidance across the sector
Already have an account? Sign in here
