My experience in a school is that often inquires, units, topics, learning conversations are focused mainly on older students.
Often I find that these conversations don't fit for 5-year-olds, but that the expectations still carry the same weight.
There is much research now that rejects formal learning for 5-year-olds, and although we know this, and advocate this, it is still, interestingly, expected practice.
Part of the difficulty is that until the Ministry of Education recognises this, and makes a national change to allow Te Whaariki to be the curriculum document for 5 year olds in a school setting, I think these expectations will still persist.
When viewing writing as formal learning, we see that many children are not ready emotionally, physically, cognitively for this.
Children at 5 are still absolutely wired for play. This is what children should be doing even when going to school.
In terms of writing there are many ways to support emerging literacy skills in children. These learning experiences can happen in play contexts.
These pre-literacy skills are what is important, as I think it is impossible to be a writer until you have the skills and dispositions to be so.
Leslee Allen writes on this:
A Sequence Of Goals For Early Literacy Progress
Ready for Learning
Another play advocate and neuroscientist, Nathan Wallis, agrees that children should not be starting formal learning until the age of 7.
Nathan Wallis
If children are seen to be ready, then formal learning can begin, but I think always in tune with the child so you can see when/where you may need to wait, or in some instances stop.
Above all, I think that a classroom rich in oral language, print rich, books, genuine, reciprocal and authentic relationships, creativity, storytelling and opportunities for child-led play is what can support children to become writers.
Often I find that these conversations don't fit for 5-year-olds, but that the expectations still carry the same weight.
There is much research now that rejects formal learning for 5-year-olds, and although we know this, and advocate this, it is still, interestingly, expected practice.
Part of the difficulty is that until the Ministry of Education recognises this, and makes a national change to allow Te Whaariki to be the curriculum document for 5 year olds in a school setting, I think these expectations will still persist.
When viewing writing as formal learning, we see that many children are not ready emotionally, physically, cognitively for this.
Children at 5 are still absolutely wired for play. This is what children should be doing even when going to school.
In terms of writing there are many ways to support emerging literacy skills in children. These learning experiences can happen in play contexts.
These pre-literacy skills are what is important, as I think it is impossible to be a writer until you have the skills and dispositions to be so.
Leslee Allen writes on this:
A Sequence Of Goals For Early Literacy Progress
Ready for Learning
Another play advocate and neuroscientist, Nathan Wallis, agrees that children should not be starting formal learning until the age of 7.
Nathan Wallis
If children are seen to be ready, then formal learning can begin, but I think always in tune with the child so you can see when/where you may need to wait, or in some instances stop.
Above all, I think that a classroom rich in oral language, print rich, books, genuine, reciprocal and authentic relationships, creativity, storytelling and opportunities for child-led play is what can support children to become writers.
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