Bold Beginnings or Pressure from the Start?

Autor/in	Williams, Laura
Titel	Bold Beginnings or Pressure from the Start?
Quelle	In: FORUM: for promoting 3-19 comprehensive education, 60 (2018) 3, S.365-374 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0963-8253
Schlagwörter	Stellungnahme; Elementary School Curriculum; Teaching Methods; Developmentally Appropriate Practices; Play; Learning Processes; Professionalism; Elementary School Teachers; Preschool Teachers; Reports; Foreign Countries; Criticism; United Kingdom + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Entwicklungsbezogene Bildung; Spiel; Learning process; Lernprozess; Professionalität; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Abschlussbericht; Berichten; Ausland; Kritik; Großbritannien
Abstract	In November 2017, Ofsted published Bold Beginnings, a report on its findings about teaching in the Reception year. Like very many practitioners in the early years, the author of this article believes this report to be of concern, as the recommendations it proposes would be so damaging for the early education of young children. She believes its recommendations are not developmentally appropriate for four- and five-year-olds, as insufficient importance is given to the prime areas of learning and development; the suggested curriculum would be too narrow and formal for such young children, and would remove opportunities for deep learning through play. There are also concerns about its impact on the professionalism of teachers and practitioners in the Early Years Foundation Stage (EYFS). (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01