The A to Z of Early Years. June O'Sullivan
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Название: The A to Z of Early Years
Автор: June O'Sullivan
Издательство: Ingram
Жанр: Учебная литература
Серия: Corwin Ltd
isbn: 9781529737042
isbn:
People were unhappy with the decision to try to bring together elements from three existing ELGs into one (managing self) and failing to articulate the appropriate expectations of children by age five as clearly as the current ones for self-confidence and managing feelings. The removal of health and self-care from the physical ELG has also been a source of much alarm, especially as this means ELG has now been limited to fine and gross motor skills. It seems odd to remove an understanding of healthy diet in a world where child obesity is increasing.
The mathematical ELG proved very controversial. There was uproar that the DfE seemed to be rejecting the evidence that informal mathematical learning should be a key element throughout the EYFS, and that many basic mathematical operations rely on the development of cognitive abilities which may not be in place until the end of the Foundation Years. The biggest outcry resulted in ‘shape, space and measure’ being reinstated, as well as an acceptance of the importance of spatial reasoning, which is why every decent setting has construction and puzzle activities.
The focus on a deep understanding of number to 10 instead of 20 was tentatively welcomed, as was the inclusion of ‘subitising’ which encouraged children to understand the ‘make up’ of numbers. However, the requirement to ‘automatically recall’ (without reference to songs, rhymes and counting) number bonds up to 5 and some number bonds up to 10, including double facts, contrasts with the focus on depth of understanding and instead is more about the rote learning of number symbols.
Finally, I was surprised to see the removal of technology, and the changes to the ‘understanding the world’ Early Learning Goal appeared to contradict the Ofsted focus on cultural capital. It talks about learning about other cultures and the world around them from books read in class, clearly failing to acknowledge the funds of knowledge acquired from home and community life.
Call to Action
There is no way to judge these changes yet as they will only become live from September 2021, but given that the ELGs will be used to assess children's progress by the end of the Foundation Stage, it's imperative that we watch how they are used and assure ourselves that they are fair and developmentally appropriate, and not another institutional measure that confirms disadvantage with the unintended consequence of widening the achievement gap.
Follow on Twitter
@EYAlliance
@UpstartScot
@Keep_EYs_Unique
@MoreThanScore
Further Reading
Doherty-Sneddon, G. (2003) Children's Unspoken Language. London: Jessica Kingsley.
Lee, T. (2016) Princesses, Dragons and Helicopter Stories. Abingdon: Routledge.
Moylett, H. (2014) Characteristics of Effective Learning. Maidenhead: Open University.
Palaiologou, I. (2017) The Early Years Foundation Stage, 3rd edn. London: Sage.
Stewart, N. (2011) How Children Learn: The Characteristics of Effective Early Learning. Watford: British Association for Early Childhood Education.
Wells, G. (1986) The Meaning Makers: Children Learning Language and Using Language to Learn. London: Heinemann.
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