by Brians Cravat » Mon Jul 24, 2017 3:36 pm
Rwth, as someone who has seen our three children through the education system and, been governor for over thirty years, has been the decline in the view that education is a collaboration between school and home. Back when our children were going through school, we both took an active interest in their education, checking homework, attending meetings with teachers and listening to them reading. It actually goes further than that because we worked wupith our children before they reached school age. All three did really well educationally.
These days children arrive in Nursery and even, Reception classes unable to communicate verbally. This is undoubtedly due to anrange of factors: the parents don't talk to their children being on their mobile phones constantly, the children are put in front of the TV at every opportunity to watch cheap American-made cartoons, there are no books in the house nor, is there are evidence that children are read to at home. That said, when little Jeremy and Jemima cannot read adequately by the age of seven or eight, the tendency is for the parents to blame the school!
They fail to recognise that, the school has to spend valuable time in Early Years teaching children to communicate verbally before committing to developing reading skills. At our school, this has necessitated the introduction of a nationalprogramme called 'Every Child a Talker'. The fact that this is a national programme indicates that this is not a localised problem.
My view has always been that the ability to read is the primary skill that all children need to develop. Once that has been developed the rest of learning is open.
It is interesting that our three year-old granddaughter attends full-time nursery which is part of the infants and primary that she will subsequently attend. She does, as part of her school day 'Phonics' to help develop her literacy and, other skill development exercises to develop her numeracy skills.
Rwth, as someone who has seen our three children through the education system and, been governor for over thirty years, has been the decline in the view that education is a collaboration between school and home. Back when our children were going through school, we both took an active interest in their education, checking homework, attending meetings with teachers and listening to them reading. It actually goes further than that because we worked wupith our children before they reached school age. All three did really well educationally.
These days children arrive in Nursery and even, Reception classes unable to communicate verbally. This is undoubtedly due to anrange of factors: the parents don't talk to their children being on their mobile phones constantly, the children are put in front of the TV at every opportunity to watch cheap American-made cartoons, there are no books in the house nor, is there are evidence that children are read to at home. That said, when little Jeremy and Jemima cannot read adequately by the age of seven or eight, the tendency is for the parents to blame the school!
They fail to recognise that, the school has to spend valuable time in Early Years teaching children to communicate verbally before committing to developing reading skills. At our school, this has necessitated the introduction of a [u]national[/u]programme called 'Every Child a Talker'. The fact that this is a national programme indicates that this is not a localised problem.
My view has always been that the ability to read is the primary skill that all children need to develop. Once that has been developed the rest of learning is open.
It is interesting that our three year-old granddaughter attends full-time nursery which is part of the infants and primary that she will subsequently attend. She does, as part of her school day 'Phonics' to help develop her literacy and, other skill development exercises to develop her numeracy skills.