The Effects Of Formal Schooling On A Child's Readiness

All children aged 5-16 are entitled to a free place at a state school and most families take up this place. Schools across England are funded and managed in different ways and will vary depending on the age of the child.

3-7 years--- As children become interest in cooperative play and interest in other children with the odd squabble and argument, they choose friends and responding to adult praise and recognition. Most children starts school at the age of 4, so this is a difficult transition.

Children normally start primary school at the age of four or five, but many schools now have a reception year for four year olds. Children normally leave at the age of 11, moving on to secondary school. Most state schools admit both boys and girls, though some are single-sex.

If for example a child has not attended a nursery or play group in their early years this can often set them back from what development stage they should be at when attending school. This could be the lack of nursery places, not good enough teachers to the child having a learning disability that has not been identified yet.

There are three different types of settings which provide care and education for children in my area. One of them is called the statutory sector, this is a service that has to be available by law. Legislations have been passed which requires either the government or local authorities to provide them. This service gets payed for by people paying taxes so if we didn’t pay our taxes then these services would no longer be funded. An example of a statutory setting would be Richardson Dees primary school, this is because they are funded by the government. Children start from nursery all the way up to year 6 before they have to leave. This school provides support for children and their families

It is very important to recognise and respond to concerns in children’s development including the environment ,learning resources and their activities as here are the areas where main problems occur. If these problems are solved and dealt with it ensures that pupils are able to continue learning and developing their skills appropriately.

In England, pre-school and nursery education is provided for within a wide range of settings including all pre-school groups, play groups , nursery centers, day nurseries, nursery schools and reception classes ( children aged 4-5 years) in primary schools.

The early years framework emphasises a personal and individual approach to learning and development because valuing a child’s individuality, ideas and feelings is an important part of developing an individual approach to the learning and development. A child has universal physical needs such as food, drink and shelter and psychological needs such as love, affection, security, friendship which are essential to maintaining their quality of life. In recognising and trying to meet an individual child’s needs each child’s age, physical maturity, intellectual abilities, emotional development, social skills and past experiences and relationships need to be considered.

The range of Early Years Settings reflects on the requirements of parents and families for their children. Some parents want care for their children so that they can return to work, some may want to stay with their children while they socialise, some may want their children in a setting which offer services aimed at learning, whilst some may want their children to be in a home based environment and some families cannot afford to pay fees for provision. This is why the |Early Year’s sector has various forms of provision to meet the needs of families. Provision include

Every child matters agenda and the childcare act 2006, it become an entitlement of all 3-4 year olds in England to receive a free part time early years education of up to 12.5 hours per week for 38 weeks of the year. Early year’s provision in school is about supporting very young children it is distinct from key stage 1 in each country within the UK and is best on the concept of learning through play rather than more formal education Play has been show to be an important part for children learning. In Scotland the curriculum is focused around the document curriculum for excellent. This document concerns the curriculum for 3-4 years

School readiness is defined by Petersen (2014) as, “children possessing the skills, knowledge, and attitudes necessary for success in school and later learning in life” (p. 175). When referring to infants and toddlers she defines it as, “supporting and protecting the developing brain in such a way that the brain creates a strong physical foundation for learning” (p. 175). Just as the definitions for school readiness for school age children and for infants and toddlers are not the same, the way we teach the skills for school readiness is different. Infants and toddlers learn differently than school aged children, so simply extending the core standards and teaching strategies used with school aged children down to

A primary school is a statutory sector which is funded by the government through payment of taxes. By law, this service must be made available to young children in the UK. The targeted age of children that attend Primary school ranges from 5 to 11 years of age. A Primary school is a structured environment which helps support young children to develop and perfect basic skills needed in life; some of which are: reading, writing, and social skills. Primary School starts at 9am and ends at 3:30pm depending on a breakfast or after school clubs.

In order to investigate the characteristics of pre school the EPPE team collected a wide range of information on more than 3000 children from 141pre school centres. They

Early education is easily one of the most important stages of a persons life. In America children begin schooling with Pre-school, and then attend kindergarten. Then, after a kindergarten screening they determine if the child can move on to the first grade. Children in these young stages have things such as snacks, nap time, recess, and lunch every day to look forward to. In the U.K. however around the year 2010, the United Kingdom allowed for three and four year olds to have 15 hours of nursery education for up to 40 weeks. When the education act of 2002 came out, it extended the curriculum guide for England to include the foundation stage which came into place in 2000. It was introduced to cover education from the ages of 3-5. "The Early Years Foundation Stage (EYFS) came into force in September 2008, and is a single regulatory and quality framework for the provision of learning, development and care for children in all registered early years settings between birth and the academic year in which they turn 5" ("EDUCATION SYSTEM IN THE UK.").

When children transition from preschool to primary one there is a change in the learning environment, quality of interaction and mode of instruction. The primary school is a much larger environment than a preschool. The classroom enrolment is also bigger and there is a larger teacher-pupil ratio. Hence, children in primary school receive less one-to-one attention from the teacher than children in preschool. In primary school, children are expected to spend more time seated at their desks. Children also spend a longer duration in primary school than in preschool and carry heavy schoolbags. There is a change in curriculum and behaviour expectations. Children are expected to buy their own food at the canteen and finish it within 20 minutes. Naptimes are not included. In primary school, children are expected to tie their own shoelaces, use the toilet the right way on their own and at specified times. In preschool, children may have 1 teacher to teach them Mother Tongue and another to teach them the other academic skills. However, in primary school children may have more than 2 teachers teaching them academic and non-academic subjects. Hence, children will have to adapt to different teaching styles and teacher