As I reflect on the countless conversations I've had with Year One teachers over the years, a common theme emerges: the struggle to balance play-based learning with the increasing demands of a more formal curriculum.
Another fantastic article! The transition from reception to Year 1 shouldn't be 'set in stone' for a school. It should be different year on year, depending on the cohort's needs (and if they even need formal teaching in year 1.....) It feels that so much personal, social and emotional development is hindered/missed for children as schools strive to become formal quicker!
Totally agree. I would go further and say that a ‘formal’/‘one size fits all’ approach can cause regression in the personal, social, emotional development of many children.
Great article thank you! I’m in my third of an early years degree ( up to ages 8) and for my dissertation I want to look at how schools can implement a play based curriculum in year one and two as I think it’s forgotten that children are not developmental ready for formal education before the age of 7 or 8 years.
Another fantastic article! The transition from reception to Year 1 shouldn't be 'set in stone' for a school. It should be different year on year, depending on the cohort's needs (and if they even need formal teaching in year 1.....) It feels that so much personal, social and emotional development is hindered/missed for children as schools strive to become formal quicker!
Totally agree. I would go further and say that a ‘formal’/‘one size fits all’ approach can cause regression in the personal, social, emotional development of many children.
Great article thank you! I’m in my third of an early years degree ( up to ages 8) and for my dissertation I want to look at how schools can implement a play based curriculum in year one and two as I think it’s forgotten that children are not developmental ready for formal education before the age of 7 or 8 years.
Couldn’t agree more Sarah. Good luck with your dissertation! 🤞
Thank you!