Session 10 Early Years Education Nursery provision

Welsh textile manufacturer and factory owner in New Lanark, Scotland.
Recognized negative impacts of child labor in factories: advocated for reforms to protect children.
- "...to put an end to a system which appeared to me to be so injurious".
Established the Institute for the Formation of Character (1816) for early education; emphasized the importance of early learning, free play, and non-formal education.
Key Quote:
- “...much of good or evil is taught ... before he attains his second year.”

Majority had no formal schooling; education was a privilege for the wealthy.
Sunday schools emerged as a substitute for children's labor at home or on farms.

First compulsory education act for children aged 5-13 in England and Wales.
Key Features:
- Local education boards to ensure sufficient school places.
- Publicly funded schools.
- Parents responsible for fees unless unable to afford.
- Compulsory attendance.
- Non-denominational religious education.
Motivated by industrialists concerned about educational deficiencies affecting competitiveness.

Emphasized the importance of early childhood treatment for emotional development.
Recommendations:
- Short lessons related to children's interests.
- Cooperation between parents, teachers, and health professionals.

Distinction between primary and secondary education established.
School leaving age raised to 15; introduction of the 11+ test for grammar school eligibility.
Provision for children under 5 included new nursery school creation; free school milk initiative.

Required registration and inspection of nurseries and child-minders.
Local health authorities to enforce standards on staff, ratios, facilities, and meals.

Advocated child-centered education.
Encouraged parental involvement and supported socially disadvantaged children.
Promoted personalized educational approaches recognizing individual differences.

Challenges included the need for significant financial resources and perception that reforms provided excessive freedom to children.
Seen as too progressive and focused heavily on play during early years.

Ended free school milk for children aged 8-11.
1972 White Paper proposed free nursery places for 3-4 year-olds, implemented in 1996.
National Curriculum introduced in 1987.

Recommended curriculum based on eight areas of learning.
Highlighted play as essential for children's learning and development.
Emphasized the necessity of adult recognition of play's value in educational contexts.

1996's Desirable Outcomes for children's learning emphasized school readiness.
Short-lived curriculum, criticized for being too narrow and focused on cognitive outcomes.

Collaborative development of a curriculum for ages 3-5 aimed at improving early years education.
Included learning goals and emphasized parental partnerships.

Introduced child-centered approaches recognizing unique needs of younger children.
Acknowledged rapid development in early years.

Resulted in more accessible childcare options and established Early Years Professional Status.
Enforced new regulations and standards in childcare provision.

Became mandatory in all educational settings in 2008, with revisions in 2016, 2017, and 2023/24.
Basis: Incorporate elements from previous frameworks and focus on comprehensive child development.

Explore latest recommendations for Early Years Education regarding staffing, qualifications, and curriculum.
Evaluate changing trends and statutory frameworks—what has been beneficial according to research?

Consider reflections on early academic learning vs. play-based approaches.
Review attitudes towards education in different countries, such as Sweden and the UK, and their respective methodologies.

Reflect on pitches made earlier in the session.
Assess whether views and ideas about early childhood education have evolved after discussions.