Four-year olds shouldn’t be sitting still
Children aged four and five and attending pre-school should not be sitting still at tables for any length of time. Lucy Sors and Louise Whitfield, experts in primary education, express their belief that expecting children to sit and formally learn how to write at this early stage conflicts with widely accepted theories around cognitive and physical development.
Research emphasises the importance of active play and exploration, leading to children understanding their world and supporting their language, communication and thought. In addition, physical play develops strength, coordination and motor skills which are necessary before being given a pencil to write. They should be encouraged to move and explore through free play instead of sitting still.
Through role playing, they learn how to communicate, question and hold conversations before following instructions.
At these young ages, children’s enjoyment of learning should be the priority. For every child this will, of course, be different and education practices should respond to children’s preferences and interests. Countries following the belief in the power of play in childhood include Finland, where children start primary school at the age of seven years. In New Zealand, early childhood education follows a “play-based” curriculum which promotes the power of storytelling and play to build foundations in reading, writing and maths.
Sors and Whitfield emphasise that when we play, listen, read and talk with children, we give them a great start in life. This begins with looking at them as individuals. Learning in the early years should foster a love of learning, promote positive relationships and help children to understand the world. Nurture, care, play and exploration should be prioritized to develop confident, resilient, and adaptable learners who can navigate a fast-changing world.
Supplied by The Conversation
Image supplied by Freepik
