Flopsy 4y, Mopsy 2.5y, Cotton-tail 7m
Mar
24

I can’t begin to say how angry this makes me feel.  Childcare workers will, like teachers, soon become so busy filling in forms to check up on their babies’ learning that they won’t have time to play with them.  Where’s the fun in childhood nowadays?  It seems that the single most important of childhood now is to memorise a whole heap of things that someone has decided you ought to know.  Once you’ve done that, then you can get on with enjoying yourself.  Trouble is, there’s so much to memorise you don’t have time for playing.  And, as I showed in my last post, if you don’t make sure you do the memorising before you do the playing, you get punished and are allowed to do even less playing :-(.  I am so determined that my children don’t get into this school system where evidence of their work (not their learning) is more important than they are.  And now they’ve decided to extend this nonsense into babyhood.  It’s all so wrong.                                                                     



2 Responses to “Birth to 5 curriculum”
  1. 1
    Katherine Says:
    7:19 pm

    I know how determined you are for your girls not to go to school:) H and I had a long discussion about ‘boring’ school yesterday! She wanted to know all about my schools.

  2. 2
    Sarah Says:
    7:21 am

    Apart from the questionable ideology of the conveyor belt approach to education, how much more harm must it do to children to be monitored in this way and to be made to feel a failure (by nursery staff or their underconfident parents)at such a young age. Children’s minds need freedom, not tick boxes. Twenty years ago it looked as though state education in the UK might be becoming more child-centred (John Holt’s ideas being encouraged at teacher training colleges), but then along came the National Curriculum and now education is at its most prescriptive ever. I wish I’d had the courage to home educate my children, but will now do everything I can to support my grandchildren’s home schooling.

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