An article in the Sunday Times caught my eye, written by their education correspondent, Sian Griffiths, under the headline, ‘Stressed heads exclude children as young as three.’ Sian subsequently tweeted, “I found this an upsetting story to write.”
In short, more children under the age of seven are being excluded according to figures quoted from the Office for National Statistics this month, indicating a rise in the number of exclusions involving primary-aged children. In her article, Sian also mentions a documentary that will be screened on Channel 4 on Tuesday 25th July – Excluded at Seven.
This doesn’t surprise me, but only further saddens me that children are excluded from school. Exclusion only adds to their trauma/anxiety and doesn’t help to give them the tools to self-regulate their behaviour and emotions. Imagine what it must feel like for these children’s self-esteem and self-worth to be excluded at such a young […]
Last year I had the pleasure of visiting an awesome colleague, kindergarten teacher Heidi Echternacht, at her class in Princeton, New Jersey, USA. Heidi explained that kindergarten children in the US are aged five to six – equivalent to our Year One.
What was amazing about Heidi’s class was how much she valued play and allowed the children to be themselves. When I arrived, they had just come back in from a mid-morning break. Heidi introduced me to the class and I had a long conversation with the children about London and Paddington Bear!
They didn’t settle down to do maths or English.
Oh no, we went for a walk in the woods!
Heidi informed her class: “Right, time to go for a walk! Let’s go. G.O!” “Yes, Ms Echternacht!” they replied.
How wonderful it was to observe five and six-year-olds being able to be themselves through play, […]
Communicating with children and interpreting their play and language requires skill and a sensitive approach. Therefore it gives me pleasure to have Sara Stanley, who supports children by using a philosophical approach, as my guest blogger
Sara is a registered level 1 SAPERE Trainer and National and International keynote speaker. She runs workshops, in service training and courses in Philosophy for Children (P4C) and enabling enquiry based classroom environments. She is also involved in long term projects working in Early Years settings in South African townships, working with Nali’Bali, PRAESA, the University of Cape Town and the DG Murray Trust.
“It could be said that children are at their most philosophical in their formative years. If you take Socrates’ provocation that “All I know is that I know nothing” then we see everything as new and puzzling. To a child the whole world is a new and strange place; a place where some things make perfect […]