Educational reform is going through an inordinate amount of change recently. It seems that there is breaking news on a weekly, and sometimes daily basis regarding changes in curriculum, scheduling of school holidays and testing procedures. Many of these changes are unwelcome to teaching unions and other professionals engaged in classroom teaching or specific areas of education. Quite rightly, there has been no such resistance to a very crucial and long overdue reform that will undoubtedly have a positive progressive effect. Equally perhaps there has not been as much media publicity, which is a shame as this is an incredibly important issue.
Research carried out by Professor Nutbrown from Sheffield University revealed last year (Nutbrown Review March 2012 ) “substantial concerns” about the quality of training and standards of those working with our preschoolers. During this critical time of childhood development preschool staff are key to supporting the healthy progress of our children. The reality is that working parents are faced with the dilemma of finding any affordable childcare without often having any opportunity or choice to consider the educational quality of those they are entrusting their children with. In a progressive society focused on educational reform it cannot be acceptable for our early years practitioners to be regarded as low status or to be allowed to be low skilled and low paid.
My research interests are supported by a body of evidence confirming that many children are arriving in school reception classes unprepared: unprepared in areas that are recognized to be the primary foundations for development and learning; these are physical, PSE, language and communication. These core skills cannot be nurtured optimally without a comprehensive understanding and the necessary skill base to implement that knowledge. Current research from Institute of Education and Johns Hopkins School of Public Health establishes a correlation between education of adults and attainment of children in early years schooling. This is not a class issue this is an educational issue.
We want our youngest children to feel secure, to be well looked after, to be in a pleasant environment however, they also deserve to be exposed to the best possible opportunities to learn about themselves and the world around them.
This is a baseline of the MovementWorks ethos.