Everything to play for

Children Outside self directed play

We seem to love many things Nordic. So why not a Nordic-style kindergarten stage? Sue Palmer blogs for PINS.

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Educational inclusion is a basic principle of Curriculum for Excellence (CfE). But, like many great principles, it’s difficult to put into practice. When a single teacher is responsible for the education of thirty-odd very different children, it’s not easy to cater for all their individual, disparate needs.

Another CfE principle that doesn’t translate well into practice is the play-based nature of the Early Level for children aged 3 to 6. In many P1 classrooms – and increasingly in nursery settings – ‘play’ is largely translated as teacher-directed activities, aimed at developing literacy and numeracy skills. Scotland’s extremely early school starting age has created an educational culture in which politicians, parents and (sadly) many teachers are unaware of the deep significance of self-directed play in early child development. The introduction of tests and academic benchmarks for five-year-olds is likely to exacerbate this problem.

That’s why Upstart Scotland is campaigning for the introduction of a Nordic-style kindergarten stage for three to seven-year-olds, with a completely different ethos from primary schooling. There’s no evidence that pressure for academic achievement during these years is beneficial in the long run but there’s plenty showing that long-term well-being and educational success are enhanced by unhurried engagement with caring adults and opportunities for active, creative play, as often as possible outdoors.

Basic human capacities such as social and communication skills, adaptability, problem-solving, self-regulation and emotional resilience can’t be ‘taught’ – they have to develop in each human child through experience. Play is the experience through which evolution has designed these capacities to develop – it is, in fact, a biological necessity which is now lacking from all too many children’s lives. Along with sensitive adult support – including plenty of stories, song, art and other tried-and-tested early childhood activities – time and space to play in the early years is the best way of Getting It Right For Every Child, right from the start.

What’s more, if we give every child the opportunity to reach their full potential in terms of self-regulation, resilience, social skills and so on, it’ll also be much easier for teachers further up the system to create inclusive classrooms where all children can achieve their full educational potential.

Sue Palmer
Founder, Upstart Scotland
See the short film below for more Upstart information:

Author: PINScotland

Keeping you informed about Pupil Inclusion.

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