In 2009 I had a fruitful (and passionate) discussion with a children and families leader from one local authority. This leader, someone I respected very much, invited me to share my hopes for early childhood education.
I explained my aspiration for the early level of Curriculum for Excellence to mirror nursery, with play being the main medium for learning. I envisaged both early years practitioners and teachers working alongside each other, respectful of the skills and expertise possessed by both.
As a Froebelian-trained practitioner, I believe learning does not proceed in a linear way: it is unique, situational, creative, unexpected, personal, eventful, capricious, emergent, collective and inspirational, as Professor Tina Bruce has said. This is in contrast to understandings of learning as being impersonal, based on routines and goal-orientated.
Some years ago I carried out doctoral research that involved listening to young children’s views on their transition to Primary 1. My PhD was titled “Rules, rules, rules and we’re not allowed to skip”. Ruby, a five-year-old child who had been in P1 for six weeks, said these words in response to an adult asking: “How’s school, Ruby?”
The thesis was born from observing many young children (and often their parents) struggling with starting school at the age of 4.5 to 5.5. My research was carried out in one Scottish early childhood setting and four primary schools. Analysis of the data illustrated that the perspectives of children and their families were often silenced by policymakers, bureaucrats and professionals.
Children were expected to become acquiescent and adjust to the coercive practices of the school institution. As one five-year-old boy said: “Why are all the doors locked? I don’t feel free. I am not in charge of me any more.”
The advantages of starting school later
The school starting age has become the subject of vibrant discussion for Scottish educators. Since its 2015 launch, Upstart Scotland - a campaign for a play-based kindergarten stage - has been relentless and hugely successful in encouraging others to listen. Its chair, Sue Palmer, said to me recently that “play is the best vehicle for developing social/communication skills, self-regulation and a sense of personal agency” and that “introducing formal teaching of literacy/numeracy skills too early can cause many children to feel confused/distressed/ ashamed because they can’t understand the tasks required of them”.
She added: “If children ‘play up’ in these circumstances, they’re in danger of being labelled as having ‘behavioural problems’.”
What Palmer highlighted was echoed in my research, including in an interview with a five-year-old boy called William.
“And…and… em, because, because if you don’t do [writing] neatly you don’t get to go into a different class like…like…like if you do that 10 or 20 times you have to stay in class up to next year [said with emphasis] for the rest of the year,” explained William.
“Did the teacher say that to you?”
“We just knew,” replied William.
Palmer goes on to explain: “So most children try very hard to comply and please the teacher, which means they’re constantly anxious about failing, and learning is no longer a joyous experience - their feelings about school, therefore, become negative and the foundation upon which they build their literacy/numeracy skills will always be shaky.”
I certainly cannot envisage William ever enjoying writing after his frightening experience, even if it was only his perception.
In May 2018 Patricia Anderson and Diane Delaney set up a Facebook page, Deferral Support Scotland (later to become the Give Them Time campaign), the goal of which was to inform parents of their legal right to defer school entry. At that time there were two procedures that parents had a right to if they did not wish their child to start school. The first was an automatic deferral, where parents of children with January or February birthdays could apply to have school entry delayed. A nursery placement was subsequently provided for another year.
The second option, the discretionary deferral, was more complex. For example, parents were informed that government funding would stop, resulting in the parent bearing the financial consequences of their decision. If their deferral application was successful, parents would be encouraged to use private childcare. This would, of course, be perfectly fine for children who attended private settings. However, children (and their families) settled in local authority settings would need to transition to another, unknown childcare source.
The following extract from my thesis, a communication from a parent, illustrates the challenges that some parents faced:
“My deferral request was denied for technical and impersonal reasons. In the end his age was stronger than my concern for his emotional wellbeing...I appealed. In the rejection papers it was clearly written it was my right to appeal, but clearly not to have my voice heard and considered outside the strict parameters…How can one parent talking with her heart stand against that?...I had the impression [that the education committee involved] struggled to even look at me. I left the meeting with the understanding that the power they had given me with the right to appeal came with the deception of knowing I had been a guest in their territory, where only their rules had weight.”
Sadly it did not happen in time for this child and parent, but now policymakers, influenced by Upstart and Give them Time, put their support behind a kindergarten stage.
Of great significance, on 10 October 2022 at the SNP conference, this was announced: “Conference recognises the body of international evidence in favour of play-based early years education...notes that children in European countries who attend play-based kindergarten until 6 or 7 enjoy higher levels of health and wellbeing…further notes that Scotland and the UK are outliers in Europe in starting formal education at 4 or 5, and acknowledges that since international Pisa [Programme for International Student Assessment] comparisons began, countries with later school starting ages have performed better...and acknowledges the views of parents.”
As a result of all this, the conference called on the Scottish government to introduce a statutory play-based kindergarten stage for children aged 3 to 6.
Exciting times lie ahead.
Dr Lynn J McNair is a lecturer in early childhood practice and Froebel at the University of Edinburgh
A version of this article was originally published in the winter edition of Insight magazine, the membership magazine of national charity Children in Scotland. Find out more about Insight here.
