worksheets
worksheets
by: Mel - 17-08-12 17:56
i am in need of some advice.
my bosses daughter has just returned to working with us after 3 years away and has brought with her lots of worksheets which we are told we have to use even with our 2 year olds. where as before we have been playing using play as a learning opportunity now they are expected to sit at the table and draw lines matching things up.
the boss thinks her daughter has wonderful ideas with these sheets but everyone else is just really confused with what we are supposed to be doing as it makes no sense to go back to worksheets. does anyone else use worksheets? and if so what sort of things for?
RE: worksheets - 17-08-12 19:35
by: me
no under 4 shoud be doing workheets, every never full stop. ofsted would go potty. they shoud be playing suggest she asks ofsted.
RE: worksheets - 17-08-12 20:30
by: Tish501
I know of a large nursery near me that still uses worksheets...we never have...but they can get away with it.....how I don't know....would appreciate answers on a postcard pls...
RE: worksheets - 17-08-12 22:08
by: BH
I would never ever want to sit and take part in showing the child a worksheet activity i would be bored, nevermind a child of 2-5!!! Think she should be advised to take a look at the eyfs. The nearest activity we have to compare to a worksheet is paper with childrens characters printed on them, which i do not agree on using all the time as it limits the childs creativity since they are colouring someone elses picture in rather than creating and talking about their own.
RE: worksheets - 17-08-12 23:51
by: stormgirl
We are supposed to be promoting problem solving skills, critical thinking & PSE. Building those skills requires the opportunity to explore, make mistakes, experiment, take guesses, learn through play, learn with context, learn through interaction. Worksheets provide none of those experiences, yet they will take constant blows on children's self esteem by showing you can only be right or wrong. It is also only showing children how to learn in a very limited context.
I do not understand why anyone would opt to use such a limited, flawed and outdated thing such as worksheets. Tell your bosses daughter that there is no research that shows worksheets offer ANY benefit, but there is plenty to show they can cause harm. Suggest that she puts herself forward for more training before attempting to supply anymore resources to the centre :p
RE: worksheets - 18-08-12 08:32
by: purepurple
the children in my room use work sheets- they turn them over and use the blank side!
which is about all they are good for
RE: worksheets - 18-08-12 11:47
by: Mel
Thank You this was my feeling as well but to argue with the boss I had to be 100% sure.
RE: worksheets - 25-08-12 16:09
by: fiona
Ofsted would reject the use of worksheets....what about the diversity of the childrens interests. I'd argue hard against them ..research will back you up.Good luck
RE: worksheets - 27-08-12 09:35
by: Karine
Hi
Interesting subject this. I totally agree worksheets are not suitable, particularly for 2 year olds! Even 5 year olds - its only this country that really tend to push these! If its a must to practice writing then let them do it in cat litter trays filled with mud indoors or real mud outside where they can trace their names free hand! By all means have a sample of a letter template to provide an example of their name which they can see etc., - but this should be the child's interest and needs and there are so many different practical methods which can be used via play and not TEMPLATES NEVER.
Most children this age do not have hand-eye co-ordination or muscle formation in their hands to hold a pencidl correctly for any length of time. Indeed nerve endings have not yet correctly formed in some cases until 5 years old. Therefore good basic activities to build hand-eye co-ordination (they need lots of gross motor play), fine motor skills and muscles would be outdoor play (running, skipping, jumping) threading, puzzles, play doh, clay etc., to build basic skills needed for later writing. Indeed children need to be motivated to learn. But to learn they need a stimulating environment to feel the excitement to learn for them then to experiment to develop and master a skill. Worksheets do not provide this!
Take a look at EYFS research below as to the child's thoughts around their provision. I do not know how to provide links - but just copy and put into google and it will come up.
https://www.education.gov.uk/publications/eOrderingDownload/DFE-RR071.pdf
This is a snippet from it - but note the age and what the children say about their learning.
A small number of children talked about or demonstrated interests in writing in play contexts. Alex (3y 9m), at a nursery class, played with friends, chalking on a playground alphabet snake: We done all letters. Adam (4y 3m), at this setting, wanted to label a plant pot containing a pretend seed for the visiting teddy: How do you write his name? At a childminding setting, Moira (5y 5m), made a distinction between real and pretend writing: I did all this pretend writing. I was a bit bored of doing real writing. Children in both reception classes enjoyed writing letters to people, including family members, in writing areas set up for play. Jim (5y 3m) also sent a letter to a story character: That's my letters... I asked the tiger to come for tea. Children in one reception class described some writing as work. Lucy (5y 1m) noted: That's my writing… that's my work and Sarah (5y 2m), pointing to a literacy worksheet, explained: We haven’t done our work and it’s tidy up time.
PSRN
In some settings, children talked about numbers in relation to adult-led activities, identified as learning or work in contrast to play. Lucy (5y 1m) enjoyed writing on the large whiteboard at her reception class: 1 add 5 = 6 ...All work. Aziza (4y 4m) at a private nursery explained: The aunties teach me... They do numbers with us when we're sitting on the carpet.
NOTE: they refer to it as WORK led by adults. Learning should not be WORK it needs to be fun. Children like adults when not interested will switch off. Its normal human function to do this.
All these children were much older than the children you are working with. I urge you to show your boss Research into early writing and the pushing of this. There is so much evidence out there as to the destruction it causes our children, particularly boys made to sit!
Sorry guys, lecture over, I am so passionate about this and cant understand why this country does this as other Europeans are sensitive to the needs of their children and have a thorough understanding of child development. Only pratitioners who dont seem to go down this route of template work dpush it.
RE: worksheets - 10-10-12 14:40
by: NJR
Hi
What about the children who are ready to practice more skills such as fine tuning their pencil or scissor control. Those who have mastered the gross motor skills. We used to have what would I guess be called worksheets that have lines of varying levels, straight, squiggly and zig zags that could challenge their cutting skills. What a bout dot to dot sheets, could these be used:
RE: worksheets - 11-10-12 06:53
by: Karine
Worksheets never used in Denmark, Germany or Holland, Sweden. Children can extend skills and scissor control by repetition and full access to equipment. They will experiment eventually, doing different patterns themselves in what they produce, etc., which will come as they become familiar with shapes etc., seen in the environment. dot to dot? Can be done again in mud, sand etc., Research the evidence - some as follows:-
I love the quote "The best worksheet is a blank sheet of paper." I'm not sure where I first read this quote but it stuck with me.
| The Worksheet Dilemma: Benefits of Play-Based Curricula |
By Sue Grossman, Ph.D.
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It was three o'clock and preschool was over for the day. Four-year-oldJamaica, her arms full of papers, called out to her mom. Jamaica's mother smiled and asked, "What's all this? Your school work?"Jamaica nodded and handed the papers to her mother. Jamaica had spent a large part of the afternoon in her seat, pencil in hand, filling out worksheets. On one she had drawn lines from the letter "A" to the picture of an apple; from the letter "P" to the pear; and from the letter "O" to the orange. On another sheet she made her pencil go from the dot on the top line to the dot on the bottom line, thus making the lower-case letter "l." Jamaica's lines were a bit shaky, and her teacher had written, "You can do better" on the page. Jamaica's mother was concerned when she saw the comment and worried that her daughter was not performing well. In truth, Jamaica's work was fine. Her teacher's expectations were the problem.
In many preschools, child care centers, and kindergartens, young children spend their time on worksheet paper and pencil tasks. Teachers who use worksheets believe they are demonstrating children's learning progress to parents. Unfortunately for Jamaica and the other children in her class, worksheet activities are not developmentally appropriate and can cause many problems.
The Worksheet Dilemma
Worksheets typically have a "right answer." Jamaica is expected to circle the rhyming words or match the pictures of things that start with the letter "G." She may learn quickly that putting down a wrong answer is emotionally costly. Worksheet activities may make her feel ignorant and incompetent, so that she learns to stop taking risks by guessing.
Problem solving involves an element of risk. If we want children to learn to solve problems we must create safe environments in which they feel confident taking risks, making mistakes, learning from them, and trying again (Fordham & Anderson, 1992). In a play-based curriculum, each day provides opportunities to learn about reading, writing, and math through real, meaningful situations. For instance, children set the table for snack so each child has one napkin, one straw, and one box of milk. Children string beads to match the pattern on a card or wait their turn because there is room for only four children at the art table. Through these meaningful experiences children begin to understand number, quantity, size, and other mathematical concepts.
Early childhood education experts agree that the years from birth to age eight are a critical learning time for children (Bee, 1992; Kostelnik, Soderman, & Whiren, 1993; Willis, 1995). During these years, children have many cognitive, emotional, physical, and social tasks to accomplish (Katz, 1989). While children may have the ability to perform a task, that does not mean that the task is appropriate and should be performed. Educators agree that learning to read, write, and compute are undeniably important skills for children to acquire. The question is how and when they should be learned.
Cognitive Development
Most preschool and kindergarten children are in what Piaget described as the preoperational stage of cognitive development. Letters and numerals typically mean little to the three- to six-year-olds in this stage. These children use concrete rather than abstract symbols to represent objects and ideas (Bodrova & Leong, 1996). Through pretending, children develop the ability mentally to represent the world (Bredekamp, 1987; Stone, 1995). Reading requires a child to look at symbols or representations (i.e., letters and words) and extract meaning from them. A play-based curriculum offers children opportunities throughout the day to develop the ability to think abstractly by experiencing real objects using their senses (Bredekamp, 1987; Kostelnik, Soderman, & Whiren, 1993). Blocks can represent an airplane or a train. High heels can transform a preschooler into a mother or princess. Blocks and high heels are three dimensional, tangible objects. Sufficient practice using concrete objects as symbols is a necessary prerequisite to the use and comprehension of print (Stone, 1995).
Mathematical understanding is more than recognition of numerals and amounts. Sorting, categorizing, putting items in a series, and problem solving are all important math concepts (Raines & Canady, 1990). The teacher may believe that Jamaica understands the concept of "four" if she circles four flowers on the worksheet. But until Jamaica can transfer that learning to other situations, such as the number of places at the table for four people, Jamaica does not truly understand what "four" means. Similarly, Jamaica may be able to print the letters "R," "U," and "N" on a worksheet, but be unable to read the word "run" when she sees it in a book. The mere accomplishment of the worksheet task does not signify the child's ability to read or comprehend.
Emotional Development
In any group of young children asked to do a paper-pencil task, some will succeed and some will be less successful. The successful children may truly comprehend the task or may simply have guessed correctly. The less successful ones often learn to think of themselves as failures, and ultimately may give up on school and on themselves (Katz & Chard, 1989). These children may react to the stress created by fear of giving the wrong answers by acting out their frustrations and becoming behavior problems, or by withdrawing and becoming reclusive (Charlesworth, 1996). Parents may report school phobic behaviors such as stomach aches in the morning or refusal to get into the car to go to preschool. These children have learned, at an early age, that school can be an emotionally painful place.
School should be a welcoming, peaceful place for children - an environment to which children come eager to see what challenging, stimulating, and fun activities are in store. Children know they may not succeed at everything they try, but also know they will be valued for who they are. Children's efforts should be rewarded, so that they will persevere and they will see themselves as learners (Kostelnik, Stein, Whiren, & Soderman, 1993).
Physical Development
Children are born with a need to move (Kostelnik, Soderman, & Whiren, 1993). They wiggle, toddle, run, and climb as naturally as they breathe. When we insist that children sit still and do what for them may be a meaningless task, such as completing a workbook page, we force children into a situation incompatible with their developmental needs and abilities. When children cannot or will not do such a task, we may label them "immature" or "hyperactive." We may complain about their short attention span, or as in Jamaica's case, criticize her efforts. On the other hand, if we allow children to choose their own task from among appropriate offerings, we may see children as young as three and four years old spend 30 to 45 minutes completely engrossed in building with unit blocks, painting at the easel, or listening to stories. When we plan developmentally appropriate activities for children, they will attend to them, work hard, and learn (Bredekamp & Rosegrant, 1992).
Before a child can hold a pencil and make an accurate mark on paper, he must have a great deal of small motor control. He needs practice with various materials and objects that require grasping, holding, pinching, and squeezing. He must have ample opportunity to make his own marks with objects such as paint brushes, chalk, fat crayons, and felt-tip markers. Only later, when he has achieved the necessary finger and hand control, should he be asked to write words or numerals with a pencil. The timing of this accomplishment will vary among children. Some four-year-olds and most five-year-olds are ready to write a few things, notably their own names. But, we must remember that each child develops on his or her own schedule, and some six-year-olds may be just starting this task. If they are encouraged, rather than criticized, they will continue to learn and grow and feel confident.
Social Development
Teachers who require young children to perform passive tasks like worksheets may be heard exhorting them, "Do your own work. Eyes on your own paper." There are few situations in the adult world in which we cannot ask a friend or colleague for help with a task, or for their ideas about a problem. In fact, leaders in business and industry say they need employees who can work in teams to solve problems. Yet we ask children to do what are often impossible tasks, and insist that they suffer through them alone.
The foundations for our social relationships are laid in the early years (Kostelnik, Stein, Whiren, & Soderman, 1993). This is the time when we discover the roles we may play, the rules for getting along in society, the consequences for not following rules, and how to make friends. The only way to learn these concepts is to engage actively with others. When we do not allow children enough time to accomplish fundamental social tasks, we set the stage for social problems later on. Middle and high schools cope daily with antisocial behaviors that in some cases reach the point of violence. If we expect adolescents to know how to work and live with others, and solve problems peacefully, we would do well to begin the process when children are young.
Developmentally Appropriate Activities
There are many active, and far more interesting, ways for children to begin understanding words and numbers than via worksheets (Mason, 1986). A classroom with a developmentally appropriate curriculum is a print-rich environment. The walls are covered with signs naming objects, stories children have dictated, lists of words they have generated, pictures they have painted and labeled, and charts of classroom jobs (such as feeding the pet and passing out napkins for snack).
At the small motor activities table there may be sandpaper letters to feel and puzzles to complete. Creative activities may include squirting shaving cream onto the table and having children make designs and write their names. And always there are many books to explore, examine, wonder about, listen to, and love as they are read aloud. In these ways, children learn that reading and writing are useful skills, not simply tedious activities adults invent to make school boring. It takes a lot of experience with words and print for children to understand why it is good to be able to read.
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RE: worksheets - 11-10-12 06:59
by: Karine
Sorr more from the sasme article
Demonstrating Progress
If we cannot demonstrate children's progress with worksheets, how do we provide evidence of learning? Here are several ways:
Portfolios – A portfolio is a collection of a child's work. Portfolios can include the following:
· Work Samples: Keep samples of each child's drawings and writing, including invented spelling. Photographs of creations of clay, wood, and other materials can also be included. Children should have a say in what is included in their own portfolio. Date each piece so that progress throughout the school year can be noted.
· Observations: Keep observational records of what children do in the class. There are many efficient methods of recording children's behavior. Audio and video tape can capture them in action. Occasional anecdotal notes also help.
· Checklists: Record children's skill development on checklists. Progress in beginning letter recognition, name writing, and self-help skills, for example, can be listed and checked off as children master them.
· Appropriate worksheets: For example, children experimenting with objects to discover if they sink or float can record their observations on paper divided into a float column and a sink column. This shows that they are doing actual scientific experimentation and recording the data.
· Parent Newsletters: Teachers can send home periodic parent newsletters which explain the activities children are doing at school and the teacher's goals and objectives. When parents understand the value of developmentally appropriate activities they will feel confident that their children are learning and growing, not "just playing."
· Center Labels: Signs in the classroom describing what children learn in the various learning centers help adults understand the value of children's work in that area. In the block corner, for example, children learn about weight, length, balance, volume, and shape, as well as problem solving, social role playing, and cooperation. At the art center children learn to express themselves on paper and with other media, to solve problems, and to communicate with others. Signs help skeptics see what is really happening as children work at play.
· Photographs: Photographs of daily activities in the classroom can be displayed around the room and in hallways. They provide graphic evidence to parents, administrators, and other teachers of children working and learning in a rich, exciting atmosphere.
Conclusion
There are two fundamental problems with worksheets. First, young children do not learn from them what teachers and parents believe they do (Kostelnik, Soderman, & Whiren, 1993). Second, children's time should be spent in more beneficial endeavors (Willis, 1995). The use of abstract numerals and letters, rather than concrete materials, puts too many young children at risk of school failure. This has implications for years to come. Worksheets and workbooks should be used in schools only when children are older and developmentally ready to profit from them (Bredekamp, S. & Rosegrant, T., 1992). Our challenge is to convince parents and others that in a play-based, developmentally appropriate curriculum children are learning important knowledge, skills, and attitudes that will help them be successful in school and later life.
Sue Grossman, Ph.D., is an assistant professor of early childhood teacher education at Eastern. Michigan University
References
Bee, H. (1992). The developing child, 6th Edition. New York: Harper Collins.
Bodrova, E. & Leong, D.J. (1996). Tools of the mind: The Vygotskian approach to early childhood education. Columbus, OH: Prentice Hall/Merrill.
Bredekamp, S. (Ed.). (1987). Developmentally appropriate practice in early childhood programs s erving children from birth through age eight. Washington, DC: NAEYC.
Bredekamp, S. & Rosegrant, T. (Eds.). (1992). Reaching potential: Appropriate curriculum and assessment for young children.Washington, DC: Natl. Assn. for the Education of Young Children.
Charlesworth, R. (1996). Understanding child development: For adults who work with young children, 4th ed. Albany, NY: Delmar.
Church, E.B. and Miller, K. (1990). Learning through play blocks. New York, NY: Scholastic.
Fordham, A.E. & Anderson, W.W. (1992). Play, risk-taking, and the emergence of literacy. In Play's place in public education for young children, edited by V.J. Dimidjian, 105-114. Washington, DC: National Education Association.
Hirsch, E.S. (Ed.). (1984). The block book. Washington, DC: NAEYC.
Katz, L. (1989). What should children be doing? In Paciorek, K.M. & Munro, J.H. (Eds.). Annual Editions: Early Childhood Education, 10th Edition. Guilford, CT: Dushkin.
Katz, L.G. & Chard, S.C. (1989). Engaging children's minds: The project approach. Norwood, NJ: Ablex.
Kostelnik, M.J.; Soderman, A.K.; & Whiren, A.P. (1993).Developmentally appropriate programs in early childhood education.New York: Merrill.
Kostelnik, M.J.; Stein, L.C.; Whiren, A.P.; & Soderman, A.K. (1993).Guiding children's social development, 2nd edition. Albany, NY: Delmar.
Mason, J.M. (1988). In Spodek, B., Today's kindergarten: Exploring the knowledge base, expanding the curriculum. New York: Teachers College Press.
Raines, S. & Canady, R.J. (1990). The whole language kindergarten.New York: Teachers College, Columbia Univeristy.
Stone, S.J. (1995, September). Wanted: Advocates for play in the primary grades. Young Children. 50 (6), 45-54.
Willis, S. (1995). Teaching young children: Educators seek developmental appropriateness. In Paciorek, K.M., & Munro, J.H.Guilford, CT: Dushkin.
Other Resources
Blake, S.; Hurley, S.; Arenz, B. (Winter 1995). Mathematical problem solving and young children. Early Childhood Education Journal. (23) 2, 81-88.
Diffily, D. (January 1996). The project approach: A museum exhibit created by kindergartners. Young Children. 51(2), 72-75.
Freeman, E.B. (May 1990). Issues in kindergarten policy and practice.Young Children. (42) 4, 29-39.
Gandini, L. (March/April 1996). Teachers and children together: Constructing new learning. Child Care Information Exchange. 108, 43-46.
Isenberg, J.P. & Jalongo, M.R. (1993). Creative expression and play in early childhood curriculum. Englewood Cliffs, NJ: Prentice-Hall.
Raines, S.C. & Canady, R.J. (1990). The whole language kindergarten.New York: Teachers College, Columbia.
University
Stone, S.J. (September 1995). Wanted: Advocates for play in the primary grades. Young Children. (50) 6, 45-54.
Stroud, J.E. (Fall 1995). Block play: Building a foundation for literacy.Early Childhood Education Journal. (23) 1, 9-13.
VanHoorn, J.; Nourot, P.; Scales, B; & Alward, K. (1993). Play at the center of the curriculum. Englewood Cliffs, NJ: Prentice-Hall.
Wasserman, S. (1990). Serious players in the primary classroom: Empowering children through active learning experiences. New York: Teachers College Press.
RE: worksheets - 12-10-12 15:38
by: Fluffy Bunny
RE: worksheets - 12-10-12 19:53
by: Eejay
Some children enjoy "worksheets". I wouldn't give them anything too complicated or dull, but as someone else said, zig-zags for cutting out etc are things that the children I work with like doing (and I don't force them to do them, I just leave them out and let them choose them if they want to). They also like tracing over patterns to help learn how to write their names, and colouring in pictures from colouring books.
The problem with childcare in this country is it's all very PC - "this is what children should be doing, blah blah blah". It's all ridiculous, like children are some species that we can only understand if we've read lots of books. Well, that's not how it is in reality. I know as a child I liked colouring in, and I know millions of other children have enjoyed it too. Should we stop reading stories to children? Stories have certain words, etc - perhaps we should only ever provide the children with opportunities to invent their own stories (and not those books with only pictures - because surely the pictures are limiting their creativity?)? Should we stop providing costumes for role play, and insist they make their own from scratch? The "rules" are just bizarre sometimes.
RE: worksheets - 13-10-12 09:15
by: Karine
I think you have to take the information provided and use it wisely. For years in this country our regime was very prescriptive in the way we provided an enabling environment for children's early writing skills - in fact we did not facilitate this effectively and this gradually started to show particularly where boys were concerned that they were way behind in these skills! Why because the majority of early writing skills came from forced template work. Then the earlier you got a child sitting down with a pencil tracing a letter or number the better. Study and research showed eventually that this had a detremental affect on very young children, particularly boys. Remember nerve endings in children's fingertips have not always formed totally until five years old and even as late as seven in some cases. Yet Pre-schools were engaging/forcing very young children in pencil control via template work which in their eyes meant that they were ready for school! When these children went to school most teachers had to undo what was done! They also had to concentrate on getting the child's PSED, C&L and PD skills together in order for them to be able to cope with school life.
Young children need experiences both outdoors and indoors that will strengthen those areas of learning through meaningful play. Supported by adults who fully understand child development and HOW a child LEARNS - As a practitioner who has done many qualifications, undertaken much research from around the world I fully appreciate that there is a time and a place for everything - even the odd colouring template. However the problem arises when the ethos of the setting only thinks that is a way to achieve early writing skills and mathematical knowledge and concepts.
As an assessor I saw many disinterested young children being bought over to practice template writing. They were taken away from an activity that was really interesting and whereby they were actively engaged and learning through play (Play being the operative word here). Once taken away they would then join the writing table - forced to write or draw around dots - this would be either then put in the child's folder or the child would take this home. - For the child all but forgotten as it held no meaning. The only meaning and purpose was for the adult!
Actually I also rarely provided costumes - and yes gave them material so they used their imaginations and made their own! That is what creativity is all about - learning through play-hey is that not why we have the EYFS!
RE: worksheets - 13-10-12 09:16
by: Karine
I think you have to take the information provided and use it wisely. For years in this country our regime was very prescriptive in the way we provided an enabling environment for children's early writing skills - in fact we did not facilitate this effectively and this gradually started to show particularly where boys were concerned that they were way behind in these skills! Why because the majority of early writing skills came from forced template work. Then the earlier you got a child sitting down with a pencil tracing a letter or number the better. Study and research showed eventually that this had a detremental affect on very young children, particularly boys. Remember nerve endings in children's fingertips have not always formed totally until five years old and even as late as seven in some cases. Yet Pre-schools were engaging/forcing very young children in pencil control via template work which in their eyes meant that they were ready for school! When these children went to school most teachers had to undo what was done! They also had to concentrate on getting the child's PSED, C&L and PD skills together in order for them to be able to cope with school life.
Young children need experiences both outdoors and indoors that will strengthen those areas of learning through meaningful play. Supported by adults who fully understand child development and HOW a child LEARNS - As a practitioner who has done many qualifications, undertaken much research from around the world I fully appreciate that there is a time and a place for everything - even the odd colouring template. However the problem arises when the ethos of the setting only thinks that is a way to achieve early writing skills and mathematical knowledge and concepts.
As an assessor I saw many disinterested young children being bought over to practice template writing. They were taken away from an activity that was really interesting and whereby they were actively engaged and learning through play (Play being the operative word here). Once taken away they would then join the writing table - forced to write or draw around dots - this would be either then put in the child's folder or the child would take this home. - For the child all but forgotten as it held no meaning. The only meaning and purpose was for the adult!
Actually I also rarely provided costumes - and yes gave them material so they used their imaginations and made their own! That is what creativity is all about - learning through play-hey is that not why we have the EYFS!
RE: worksheets - 13-10-12 09:16
by: Karine
I think you have to take the information provided and use it wisely. For years in this country our regime was very prescriptive in the way we provided an enabling environment for children's early writing skills - in fact we did not facilitate this effectively and this gradually started to show particularly where boys were concerned that they were way behind in these skills! Why because the majority of early writing skills came from forced template work. Then the earlier you got a child sitting down with a pencil tracing a letter or number the better. Study and research showed eventually that this had a detremental affect on very young children, particularly boys. Remember nerve endings in children's fingertips have not always formed totally until five years old and even as late as seven in some cases. Yet Pre-schools were engaging/forcing very young children in pencil control via template work which in their eyes meant that they were ready for school! When these children went to school most teachers had to undo what was done! They also had to concentrate on getting the child's PSED, C&L and PD skills together in order for them to be able to cope with school life.
Young children need experiences both outdoors and indoors that will strengthen those areas of learning through meaningful play. Supported by adults who fully understand child development and HOW a child LEARNS - As a practitioner who has done many qualifications, undertaken much research from around the world I fully appreciate that there is a time and a place for everything - even the odd colouring template. However the problem arises when the ethos of the setting only thinks that is a way to achieve early writing skills and mathematical knowledge and concepts.
As an assessor I saw many disinterested young children being bought over to practice template writing. They were taken away from an activity that was really interesting and whereby they were actively engaged and learning through play (Play being the operative word here). Once taken away they would then join the writing table - forced to write or draw around dots - this would be either then put in the child's folder or the child would take this home. - For the child all but forgotten as it held no meaning. The only meaning and purpose was for the adult!
Actually I also rarely provided costumes - and yes gave them material so they used their imaginations and made their own! That is what creativity is all about - learning through play-hey is that not why we have the EYFS!
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