One book that was published recently has acted as confirmation of the Steiner education my children have been receiving since moving to Brighton four years ago. It may sound extreme, but Detoxing Childhood is a book I think every parent should read.
Last year education consultant, writer and broadcaster Sue Palmer wrote a book called Toxic Childhood which sparked a national debate on how we are raising our children. She and a colleague who specialises in children's mental health, Richard House, wrote an open letter to the Telegraph which was undersigned by 110 childcare experts. The letter touched on the way children are expected to cope with an ever earlier start to formal education, are pushed by market forces to act and dress like mini adults, and are exposed to electronic mediums which contain material often totally unsuitable for children. The open letter brought a flood of support and comment worldwide, and opened the debate on child rearing in the 21st century. Palmer's research appeared to be given further justification when a Unicef report in Spring 2007 declared that British children are the unhappiest in the developed world.
Sue Palmer wrote Detoxing Childhood in an attempt to show how the negative influences on children's development can be defused. The book gives clear, practical advice on how to bring up children in a way that avoids the problems of our 'toxic' world. It is broken down into sections including diet, play, education, childcare, electronic mediums and marketing.
I've read the book from cover to cover and although some of the advice might sound the words of an idealist: "try not to get angry with your kids at all" I believe it is a fantastic reference book for parenthood. The premise of the book is that in today's fast moving, technology-driven society, many children's developmental needs are not being met and in fact the side effect of modern life is 'toxic child syndrome'. Palmer explains this as a combination of factors: children have developed a taste for unhealthy food and a couch potato screen-based lifestyle; often children miss out on traditional 'family time' which is so important for emotional security; growing up in an electronic world instead of a real one means they are influenced as never before by marketeers, unsuitable role models and celebrity culture. The chapters on television and computers are worth reading alone, and I must say after reading the book I have made a real attempt to drastically cut down the amount of time I spend on the internet or texting when they are around. Palmer's recommendations on education are also of real interest and she argues against the 'too much too soon' mentality that prevails in the UK.
Modern children may look and act big, but often they are extremely fragile inside, she says. Concentrating on children's educational development at the expense of other aspects of their psychological and emotional growth can be damaging, and Palmer believes it is no coincidence that Britain has worse problems among teenagers with binge drinking, drug abuse, depression and eating disorders than any other country in Europe.
Interestingly, Palmer's colleague Richard House became interested in Steiner education when his work as a psychologist led him to examine on why adults were, in his words, so screwed up. He looked at education and found many reasons why children would struggle in today's tests and targets system, and ended up doing the training to become a Steiner kindergarten teacher. He, like Palmer, now tours the UK speaking about the effects of contemporary lifestyles on child development, and his recent seminar at Brighton Steiner School specifically about the impact of technology on children gave many parents food for thought. The overall message is, it's not too late: we can take steps to detoxify childhood and take back control of our own and our children's lives, for the sake of everyone's future.
Tuesday, 11 March 2008
latest education targets
All this learning to read before you're six malarkey isn't going to go away. When David Cameron put in his oar at the end of last year declaring that under a Tory government all five and six year olds would be tested on their reading ability, all number of studies have been quoted about the potential harm this could do to our littlest ones. No one can deny that it is crucial that kids learn to read, and that they should be able to do this before they leave (primary) school, but why do politicians always assume that the earlier children learn to do this the better?
Evidence has shown that pushing children into formal learning too early can actually be detrimental to them - both educationally and emotionally. This idea that children be tested on their reading at this young age underlines the problem at the heart of state education. In my last column I spoke about the important book written by Sue Palmer, Detoxing Childhood. The central tenet of the publication is that the 'too much too young' mentality which has pervaded society is also causing untold problems in educational terms.
A look at the teaching of reading styles worldwide shows that kids who are taught later, ie. following the successful North European system of starting formal education aged 6-7 rather than 4-5, are naturally behind at the age of 6. But within two years they are miles ahead of the kids that have been hothoused into reading at 4 or 5. And they appear to enjoy reading more when older too...
Another worry I have is that kids who are pushed into formal learning early often suffer from a lack of nurturing by teachers who are stressed out about getting the standards high enough for the next test and the next inspection. The emotional maturity that needs to naturally develop in children from learning through play and learning through watching how adults behave is missed out when the whole focus is on learning to read as quickly as possible in order to pass a test.
All children have the desire to learn. There is certainly no point preventing a child who wants to to begin to form letters and ask their mother or father about reading, but pushing this important process through quickly to achieve goals set by a government is not the answer. I'm also convinced that the faster the speed of teaching a child to read means that surely the teaching will suffer. If this scheme gains momentum, it will simply mean more testing, typical of what successive governments are doing wrong. What is clear to me as a parent and someone with a profound interest in the education of children is that we need policies that will slow down the adultification of children, not the opposite.
For an inspiring treatise about literacy education, I recommend a read of Philip Pullman's University of East Anglia lecture back in 2003. A teacher and lecturer for some 20 years as well as successful children's author, he says: "Something has gone wrong in the state of education, and we can see this very clearly in the way schools deal with books, and reading, and writing – with everything that has to do with literature, and the making of it... Those who design [tests and strategies for reading] seem to have completely forgotten the true purpose of literature, the everyday, humble, generous intention that lies behind every book, every story, every poem: to delight or to console, to help us enjoy life or endure it. That's the true reason we should be giving books to children." The whole lecture can be found at www.philip-pullman.com in the education section and again as an article in the Guardian article where he adds, "I am concerned that in a constant search for things to test, we're forgetting the true nature of reading and writing; and in forcing these things to happen in a way that divorces them from pleasure, we are creating a generation of children who might be able to make the right noises when they see print, but who hate reading and feel nothing but hostility for literature." He's talking about older children here. I wonder what he'd make of six year old's reading tests!
Evidence has shown that pushing children into formal learning too early can actually be detrimental to them - both educationally and emotionally. This idea that children be tested on their reading at this young age underlines the problem at the heart of state education. In my last column I spoke about the important book written by Sue Palmer, Detoxing Childhood. The central tenet of the publication is that the 'too much too young' mentality which has pervaded society is also causing untold problems in educational terms.
A look at the teaching of reading styles worldwide shows that kids who are taught later, ie. following the successful North European system of starting formal education aged 6-7 rather than 4-5, are naturally behind at the age of 6. But within two years they are miles ahead of the kids that have been hothoused into reading at 4 or 5. And they appear to enjoy reading more when older too...
Another worry I have is that kids who are pushed into formal learning early often suffer from a lack of nurturing by teachers who are stressed out about getting the standards high enough for the next test and the next inspection. The emotional maturity that needs to naturally develop in children from learning through play and learning through watching how adults behave is missed out when the whole focus is on learning to read as quickly as possible in order to pass a test.
All children have the desire to learn. There is certainly no point preventing a child who wants to to begin to form letters and ask their mother or father about reading, but pushing this important process through quickly to achieve goals set by a government is not the answer. I'm also convinced that the faster the speed of teaching a child to read means that surely the teaching will suffer. If this scheme gains momentum, it will simply mean more testing, typical of what successive governments are doing wrong. What is clear to me as a parent and someone with a profound interest in the education of children is that we need policies that will slow down the adultification of children, not the opposite.
For an inspiring treatise about literacy education, I recommend a read of Philip Pullman's University of East Anglia lecture back in 2003. A teacher and lecturer for some 20 years as well as successful children's author, he says: "Something has gone wrong in the state of education, and we can see this very clearly in the way schools deal with books, and reading, and writing – with everything that has to do with literature, and the making of it... Those who design [tests and strategies for reading] seem to have completely forgotten the true purpose of literature, the everyday, humble, generous intention that lies behind every book, every story, every poem: to delight or to console, to help us enjoy life or endure it. That's the true reason we should be giving books to children." The whole lecture can be found at www.philip-pullman.com in the education section and again as an article in the Guardian article where he adds, "I am concerned that in a constant search for things to test, we're forgetting the true nature of reading and writing; and in forcing these things to happen in a way that divorces them from pleasure, we are creating a generation of children who might be able to make the right noises when they see print, but who hate reading and feel nothing but hostility for literature." He's talking about older children here. I wonder what he'd make of six year old's reading tests!
SATs RIP
One tiny victory that almost went unnoticed in the Commons last month is likely to have produced a huge sigh of relief for parents and teachers nationwide:
At last the dreaded SATs for seven year olds met their end, after 12 years of threatened boycotts from teachers and heads, and exam misery for many children. Ever since the inception in 1992 of the Standard Attainment Tests, parents and teachers were against them, for a variety of reasons.
There was widespread concern that children of that age should not feel pressured to do hour long exams in silence. Children who found testing unpleasant (and I suspect the majority of kids that age cannot like it) were shown to become stressed and unhappy at being compared to their classmates - in effect being branded as failures. Studies showed that 42% of children said exams made them feel unhappy and many developed problems with sleeping, tiredness and lethargy, tears, irritability or social withdrawal. Meanwhile parents, who were worried about their children being tested but unable to do anything about it, realised that when little Arthur achieved ‘the expected level’ in his Sats, the result was actually fairly meaningless in the great scheme of things. They would have preferred a chat with the teacher about whether he was happy and what his strong and weak points were.
The government’s dogmatic adherence to testing and standards also made many teachers unhappy about spending so much time preparing the children for the test rather than actually teaching. They could see that children being prepped for tests were so busy doing ‘rehearsals’ that the rest of their education suffered - all so that politicians could meet targets and keep the treasury happy. In an NUT poll in 2003 82% of teachers voted to boycott Sats.
Finally education minister David Miliband has seen sense – although unsurprisingly, the test has not been abolished completely. Under the new system there will be a ‘flexible assessment’ of each child at seven. They will still do a test but it will form part of an overall picture, with more emphasis on teachers’ judgement, and more flexible and informal tests, taken at any time in the year, starting next year. Let us hope that the culture of testing which stifles the enjoyment of learning is on the wane and the same flexibility will eventually be shown to 11 and 14 year olds too. Children need their childhood after all.
At last the dreaded SATs for seven year olds met their end, after 12 years of threatened boycotts from teachers and heads, and exam misery for many children. Ever since the inception in 1992 of the Standard Attainment Tests, parents and teachers were against them, for a variety of reasons.
There was widespread concern that children of that age should not feel pressured to do hour long exams in silence. Children who found testing unpleasant (and I suspect the majority of kids that age cannot like it) were shown to become stressed and unhappy at being compared to their classmates - in effect being branded as failures. Studies showed that 42% of children said exams made them feel unhappy and many developed problems with sleeping, tiredness and lethargy, tears, irritability or social withdrawal. Meanwhile parents, who were worried about their children being tested but unable to do anything about it, realised that when little Arthur achieved ‘the expected level’ in his Sats, the result was actually fairly meaningless in the great scheme of things. They would have preferred a chat with the teacher about whether he was happy and what his strong and weak points were.
The government’s dogmatic adherence to testing and standards also made many teachers unhappy about spending so much time preparing the children for the test rather than actually teaching. They could see that children being prepped for tests were so busy doing ‘rehearsals’ that the rest of their education suffered - all so that politicians could meet targets and keep the treasury happy. In an NUT poll in 2003 82% of teachers voted to boycott Sats.
Finally education minister David Miliband has seen sense – although unsurprisingly, the test has not been abolished completely. Under the new system there will be a ‘flexible assessment’ of each child at seven. They will still do a test but it will form part of an overall picture, with more emphasis on teachers’ judgement, and more flexible and informal tests, taken at any time in the year, starting next year. Let us hope that the culture of testing which stifles the enjoyment of learning is on the wane and the same flexibility will eventually be shown to 11 and 14 year olds too. Children need their childhood after all.
Little James is full time at school now. Well he is four and a half, a big boy after all. It’s wonderful, we drop him off for breakfast club at 8am on the way to work and we don’t need to collect him until 6! Well, the after school club’s marvellous you see – he really loves it. He seems happy enough anyway – he’s been full time at nursery since he was three months anyway, bless him. And of course the school ‘holiday’ club is really good as well so he can go there at half term and we can carry on working. Sometimes I feel like we hardly see him at all!
Sorry for butting in with a blindingly obvious question but, isn’t this a child we’re talking about here? And, no I’m not making it up.
The government’s latest education attempt – their Ten Year Strategy on Childcare details plans of what Tony Blair calls “The biggest expansion of nursery provision since the second world war”.
“Extended Schools” offering childcare from 8-6 every weekday are to become the norm, so we can work even longer hours while state education churns out mini workers for Britain’s future….
How can we afford to go down this route when studies have shown that the more time children spend in childcare from a young age the more likely they are be aggressive and unruly? *
“Children can easily catch up on cognitive skills later on but they can’t catch up on emotional development,” says Penelope Leach sensibly. Wouldn’t you rather have someone like her advising government?
You only have to type ‘violence in schools’ into an internet search engine to discover the wars being fought in schools up and down the country. It makes shocking reading. And don’t get me started on bullying. Why can’t those in charge of childcare see any link?
What is Blair thinking? In his speech to the Daycare Trust last November he says, “The more parents are involved with their children the more it helps them learn, the higher their aspirations are and their self-esteem.” And yet here he is preparing the way for a scenario where parents are less and less involved. And look what good it’s doing the children. The number of children being excluded from schools for anti-social behaviour is spiralling out of control (government figures put it at 10 plus a day) and Conservative party leader Michael Howard has approved plans for boot camps called ‘Turnaround Schools’ outside of mainstream education to contain unruly pupils. Mmm that should do it…
Ever since the 1880 Education Act in which the Victorians managed to make going to school a legal requirement for young children, (so parents wouldn’t have to spend precious time educating and rearing the pesky things) children have spent less and less time with their families from an increasingly early age.
Unsurprisingly the home education movement is growing, and so is the number of people considering non-mainstream education for their kids. Mine are very happy at their Steiner school – a place they area allowed to be children for longer. While not everyone has the freedom to make such choices, I believe it’s time there was a major shakeup in the schooling of young children and more nurturing environments provided for little ones.
Little James probably makes his parents very proud. He may indeed appear to be a very independent and mature child by the time he’s in formal learning at five, but does he have any choice in the matter?
*A 10 year study by the University of Minnesota showed children who had been in childcare for 30 hours or more a week developed behavioural problems.
Jan 2006 CE
Sorry for butting in with a blindingly obvious question but, isn’t this a child we’re talking about here? And, no I’m not making it up.
The government’s latest education attempt – their Ten Year Strategy on Childcare details plans of what Tony Blair calls “The biggest expansion of nursery provision since the second world war”.
“Extended Schools” offering childcare from 8-6 every weekday are to become the norm, so we can work even longer hours while state education churns out mini workers for Britain’s future….
How can we afford to go down this route when studies have shown that the more time children spend in childcare from a young age the more likely they are be aggressive and unruly? *
“Children can easily catch up on cognitive skills later on but they can’t catch up on emotional development,” says Penelope Leach sensibly. Wouldn’t you rather have someone like her advising government?
You only have to type ‘violence in schools’ into an internet search engine to discover the wars being fought in schools up and down the country. It makes shocking reading. And don’t get me started on bullying. Why can’t those in charge of childcare see any link?
What is Blair thinking? In his speech to the Daycare Trust last November he says, “The more parents are involved with their children the more it helps them learn, the higher their aspirations are and their self-esteem.” And yet here he is preparing the way for a scenario where parents are less and less involved. And look what good it’s doing the children. The number of children being excluded from schools for anti-social behaviour is spiralling out of control (government figures put it at 10 plus a day) and Conservative party leader Michael Howard has approved plans for boot camps called ‘Turnaround Schools’ outside of mainstream education to contain unruly pupils. Mmm that should do it…
Ever since the 1880 Education Act in which the Victorians managed to make going to school a legal requirement for young children, (so parents wouldn’t have to spend precious time educating and rearing the pesky things) children have spent less and less time with their families from an increasingly early age.
Unsurprisingly the home education movement is growing, and so is the number of people considering non-mainstream education for their kids. Mine are very happy at their Steiner school – a place they area allowed to be children for longer. While not everyone has the freedom to make such choices, I believe it’s time there was a major shakeup in the schooling of young children and more nurturing environments provided for little ones.
Little James probably makes his parents very proud. He may indeed appear to be a very independent and mature child by the time he’s in formal learning at five, but does he have any choice in the matter?
*A 10 year study by the University of Minnesota showed children who had been in childcare for 30 hours or more a week developed behavioural problems.
Jan 2006 CE
January 2005
With education issues constantly in the media spotlight, and concerns over testing, exclusion and bullying in schools nationwide, it’s hardly surprising that a lot of parents are thinking about how best to prepare their young for their future in this world.
Steiner Education is the leading and fastest growing International Curriculum, with more than 800 schools worldwide and rising. Brighton Steiner School caters for children aged from 16 months to 16 years.
Within the Early Years Curriculum the emphasis is placed on the rounded development of the young child. The emphasis is on play, developing imagination and acquiring social skills - the building blocks for problem-solving and communication skills that are vital to academic success. In Parent and Toddler group (16 months-3yrs) the aim is to provide a friendly introduction to Steiner education for parents and a welcoming space for their little ones to play. The Playgroup and Kindergarten, catering for 3-4 and 4-6 year olds respectively, are also warm and homelike. They contain a kitchen area, sofa and small sized chairs and tables, and a seasonal nature table. Toys are simple natural ones such as baskets filled with wood, fir cones and pebbles, soft coloured materials and play frames. The children create houses, magical castles and secret dens using these props and their own imagination.
Creating a good, strong, daily rhythm helps children to feel safe and know what is expected of them, so few verbal instructions are needed: rather they copy and imitate the teachers.Under sevens are full of movement and do not want to sit still for long. Therefore an important aspect of the curriculum is creative play and engaging in social activity.
Healthy foods are encouraged right through the school – from toddler to teenager – with pre-packaged foods in lunchboxes discouraged. Children in the kindergartens and playgroups make their own bread, and their mid-morning snack is a different grain each day. In the Kindergartens children help to make vegetable soup, learning how to cut up vegetables and stir the soup.
Certain activities which may be considered ‘frills’ in mainstream schools are central in Steiner schools: art, music, drama and foreign languages, to name a few. In the younger classes, all subjects are introduced through artistic mediums, because the children respond better to this than to dry lecturing and rote learning.
Steiner teachers are dedicated to creating a genuine love of learning within each child. By freely using arts and activities in teaching academic subjects, teachers develop an internal motivation to learn in the students, rather than relying on competitive testing and grading.
One new parent’s experience of Brighton Steiner School speaks for itself: “Now out of the State system which was clearly not working for him, my son is no longer treated as a child who is not meeting targets. His confidence has grown and he comes home chatting excitedly about what he has learnt. Having left his primary school barely able to read, and hating the reading he was forced to do, he is now a competent and enthusiastic reader.”
Brighton Steiner school runs regular tours and Open Days for prospective parents. The next Early Years Open Day is on March 4. For more information call 01273 386300 or visit the website www.brightonsteinerschool.org.uk
With education issues constantly in the media spotlight, and concerns over testing, exclusion and bullying in schools nationwide, it’s hardly surprising that a lot of parents are thinking about how best to prepare their young for their future in this world.
Steiner Education is the leading and fastest growing International Curriculum, with more than 800 schools worldwide and rising. Brighton Steiner School caters for children aged from 16 months to 16 years.
Within the Early Years Curriculum the emphasis is placed on the rounded development of the young child. The emphasis is on play, developing imagination and acquiring social skills - the building blocks for problem-solving and communication skills that are vital to academic success. In Parent and Toddler group (16 months-3yrs) the aim is to provide a friendly introduction to Steiner education for parents and a welcoming space for their little ones to play. The Playgroup and Kindergarten, catering for 3-4 and 4-6 year olds respectively, are also warm and homelike. They contain a kitchen area, sofa and small sized chairs and tables, and a seasonal nature table. Toys are simple natural ones such as baskets filled with wood, fir cones and pebbles, soft coloured materials and play frames. The children create houses, magical castles and secret dens using these props and their own imagination.
Creating a good, strong, daily rhythm helps children to feel safe and know what is expected of them, so few verbal instructions are needed: rather they copy and imitate the teachers.Under sevens are full of movement and do not want to sit still for long. Therefore an important aspect of the curriculum is creative play and engaging in social activity.
Healthy foods are encouraged right through the school – from toddler to teenager – with pre-packaged foods in lunchboxes discouraged. Children in the kindergartens and playgroups make their own bread, and their mid-morning snack is a different grain each day. In the Kindergartens children help to make vegetable soup, learning how to cut up vegetables and stir the soup.
Certain activities which may be considered ‘frills’ in mainstream schools are central in Steiner schools: art, music, drama and foreign languages, to name a few. In the younger classes, all subjects are introduced through artistic mediums, because the children respond better to this than to dry lecturing and rote learning.
Steiner teachers are dedicated to creating a genuine love of learning within each child. By freely using arts and activities in teaching academic subjects, teachers develop an internal motivation to learn in the students, rather than relying on competitive testing and grading.
One new parent’s experience of Brighton Steiner School speaks for itself: “Now out of the State system which was clearly not working for him, my son is no longer treated as a child who is not meeting targets. His confidence has grown and he comes home chatting excitedly about what he has learnt. Having left his primary school barely able to read, and hating the reading he was forced to do, he is now a competent and enthusiastic reader.”
Brighton Steiner school runs regular tours and Open Days for prospective parents. The next Early Years Open Day is on March 4. For more information call 01273 386300 or visit the website www.brightonsteinerschool.org.uk
Although I usually focus on education in an early learning context, I feel I must mention a study carried out by the Confederation of British Industry (CBI) recently which caught my eye. Government-backed research has revealed that one in three bosses is forced to send staff for remedial training in literacy and numeracy, costing the economy £10 billion a year. Figures for last year show that just 46 per cent of school leavers managed good passes in both English and maths GCSE. Yikes. The sheer scale of substandard English and maths is incredibly worrying in a society where the government’s stated priorities are “Education, Education, Education”.
It’s no wonder the media features so many articles about how we are failing our children. But what’s encouraging is the continuing level of interest and commitment by parents and even those inside the system to improve matters. Looking on the internet at various education talkboards, I came across so many intelligently argued, thoughtful comments about education, I wanted to share them:
“I'm the head teacher of a large London Primary school and we've all jumped onto this ridiculous educational treadmill of targets and tests. But our children are worth so much more: the task of educating them is not about’ can they reach level 4, but can we make them into the responsible, caring, adaptable emotionally literate people of the future who will change the world? Why are we not standing up against the current tide of endless assessment and pressure? Learning should be fun, relevant, inspiring, and equipping children with the life skills they need. Childhood and young adulthood should be the best times of their lives when children flourish and grow, and are not made to feel inadequate because they don't fit the prescribed model. Let's break out of the current educational shackles and enable our children to love learning!”
Hurrah! The next woman took steps to change what was happening:
“I became so concerned at how I see the way the education system manipulates and fails our children that I decided to train to be a practitioner within an educational system that celebrates individuality and helps each child to develop confidence in their own unique talents. (Steiner education) A system that only values the passing of exams and tries to herd all children towards a dubious degree qualification, leaving the ones who cannot make it to flounder and feel failures, is I feel, ignoring the potentiality of a society rich with talented, competent and confident citizens.” And lastly,
“Yes, we are failing our children. The present system could not really be described as 'Education' and it does not prepare them for life. It should be realistic, relevant, enjoyable and at times challenging. But the last should not be the relentless pressure of statistically based targets but worthwhile tasks that give students the chance to experience the elation felt when achieving something that took time and effort. Life is not a series of bite- sized tasks guaranteeing immediate gratification and the opportunity to opt out when the going gets tough. We must help our youngsters to cope with boredom and difficulties both in and out of school. Life isn't always fun, but in a caring and encouraging environment we can nurture individuals to become confident about the future.” Amen to that. With people like this standing up and being counted, I feel confident that things will change for the better, that the government will eventually see that the one size fits all notion of education is something from the past. Roll on the future!
It’s no wonder the media features so many articles about how we are failing our children. But what’s encouraging is the continuing level of interest and commitment by parents and even those inside the system to improve matters. Looking on the internet at various education talkboards, I came across so many intelligently argued, thoughtful comments about education, I wanted to share them:
“I'm the head teacher of a large London Primary school and we've all jumped onto this ridiculous educational treadmill of targets and tests. But our children are worth so much more: the task of educating them is not about’ can they reach level 4, but can we make them into the responsible, caring, adaptable emotionally literate people of the future who will change the world? Why are we not standing up against the current tide of endless assessment and pressure? Learning should be fun, relevant, inspiring, and equipping children with the life skills they need. Childhood and young adulthood should be the best times of their lives when children flourish and grow, and are not made to feel inadequate because they don't fit the prescribed model. Let's break out of the current educational shackles and enable our children to love learning!”
Hurrah! The next woman took steps to change what was happening:
“I became so concerned at how I see the way the education system manipulates and fails our children that I decided to train to be a practitioner within an educational system that celebrates individuality and helps each child to develop confidence in their own unique talents. (Steiner education) A system that only values the passing of exams and tries to herd all children towards a dubious degree qualification, leaving the ones who cannot make it to flounder and feel failures, is I feel, ignoring the potentiality of a society rich with talented, competent and confident citizens.” And lastly,
“Yes, we are failing our children. The present system could not really be described as 'Education' and it does not prepare them for life. It should be realistic, relevant, enjoyable and at times challenging. But the last should not be the relentless pressure of statistically based targets but worthwhile tasks that give students the chance to experience the elation felt when achieving something that took time and effort. Life is not a series of bite- sized tasks guaranteeing immediate gratification and the opportunity to opt out when the going gets tough. We must help our youngsters to cope with boredom and difficulties both in and out of school. Life isn't always fun, but in a caring and encouraging environment we can nurture individuals to become confident about the future.” Amen to that. With people like this standing up and being counted, I feel confident that things will change for the better, that the government will eventually see that the one size fits all notion of education is something from the past. Roll on the future!
Education is in the news most days, but it often makes grim reading. Reports show that many children suffer stress or depression due to early testing and exams, that bullying is still on the rise, truancy has reached epidemic proportions, and ‘school phobia’ has become a medically recognised phenomenon. These are worrying times for parents.
So when some positive news hits the stands, it must be time to celebrate. The recent (March) announcement that the government is pledging £1.5m to increase music provision in primary schools is a welcome sign that perhaps, at last, “the times they are a changin’ “.
The government has been increasingly under fire for focusing on literacy and numeracy above all else, with a study for the National Union of Teachers in 2002 showing that English and maths lessons were taking up half the teaching week in primary schools. Art represented just 65 minutes and music 45 minutes a week.
Perhaps we can breathe a collective sigh of relief that the powers that be have finally realised there is more to educating children than monitoring the standards of their reading and writing. Already the 13 LEAs trialing the pilot music scheme, in which professional musicians give lessons to 4-11year olds, have reported increased self-esteem, happinesss and confidence amongst pupils in the scheme.
To non-mainstream schools the importance of music (and other creative arts) is paramount. Many independent schools provide creative outlets for pupils, while Steiner schools have always taught music and singing as part of their curriculum. What is encouraging is that this £1.5m initiative represents a sea-change in the attitude of those who guide State School policy. School Standards Minister David Miliband and Ofsted chief David Bell are behind the new initiative, which promises that over the next five years all primary pupils will have access to music and the opportunity to learn a musical instrument.
The official reasoning is that providing creative environments can raise academic standards, but I’d like to think this sort of initiative will increase the happiness quotient too. Amen to that.
So when some positive news hits the stands, it must be time to celebrate. The recent (March) announcement that the government is pledging £1.5m to increase music provision in primary schools is a welcome sign that perhaps, at last, “the times they are a changin’ “.
The government has been increasingly under fire for focusing on literacy and numeracy above all else, with a study for the National Union of Teachers in 2002 showing that English and maths lessons were taking up half the teaching week in primary schools. Art represented just 65 minutes and music 45 minutes a week.
Perhaps we can breathe a collective sigh of relief that the powers that be have finally realised there is more to educating children than monitoring the standards of their reading and writing. Already the 13 LEAs trialing the pilot music scheme, in which professional musicians give lessons to 4-11year olds, have reported increased self-esteem, happinesss and confidence amongst pupils in the scheme.
To non-mainstream schools the importance of music (and other creative arts) is paramount. Many independent schools provide creative outlets for pupils, while Steiner schools have always taught music and singing as part of their curriculum. What is encouraging is that this £1.5m initiative represents a sea-change in the attitude of those who guide State School policy. School Standards Minister David Miliband and Ofsted chief David Bell are behind the new initiative, which promises that over the next five years all primary pupils will have access to music and the opportunity to learn a musical instrument.
The official reasoning is that providing creative environments can raise academic standards, but I’d like to think this sort of initiative will increase the happiness quotient too. Amen to that.
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