Childhood being eroded as parents of four-year-olds worry they are 'falling behind'

A group of early years experts, teachers and parents are “increasingly concerned at the pressure that is being placed on children as young as four”, with the target culture in schools creating ‘pushy’ parents who worry their child is falling behind.

In an Open Letter, the campaigners said: ‘We worry about the long term impact that this pressure may have on our children's emotional health, particularly on the most vulnerable in our society. We are concerned to hear of children crying on their way to school, upset that they will not be able to keep up; of parents worried that their four year olds are 'falling behind' or of six year olds scared that they 'might not get a good job'. And we wonder what has happened to that short period in our lives known as ‘childhood’.’

The campaigners include Sue Cowley, Laura Henry, Debra Kidd, Elizabeth Holmes, Tim Taylor and Chris Chivers, Meraud Ferguson Hand, Kate Evans, Nancy Gedge and Emma Hardy.

They worry that the pressure being put on schools to achieve results is putting increased pressure on the children themselves. Nurseries are also being placed under increasing pressure to follow the example set by schools and to regularly assess the children in their care.

In 2013, Sir Michael Wilshaw, Her Majesty’s Chief Inspector, said he would like to see more nurseries carrying out regular assessments of children as he believes the most effective nurseries are those which regularly assess children and set high expectations.

He stated: “In the best nursery and primary schools there is a systematic, rigorous and consistent approach to assessment, right from the very start.”

The Open Letter written by campaigners stresses that they are not blaming teachers or schools. It says ‘Rather, it is to say that with test results becoming such a high stakes feature of our education system, schools are put in a very difficult position.

‘When test results are the key measure of whether a child’s school is ‘good’ or not, we believe that every child’s entitlement to a broad and balanced education is put at risk. We believe all children have the right to become fully rounded individuals, and that in order to help them achieve this, we must protect their emotional well-being, now and for the future. We believe all children have the right to be treated as individuals, and to be allowed to develop at a pace that is right for them, not to meet a Government target.’

The campaigners urge those equally concerned to speak out against the way education in England and in other countries around the world is moving and for governments to take into account children’s emotional well-being when they consider the ‘effectiveness’ of schools and other educational settings.

For more information go to suecowley.wordpress.com/2014/09/20/an-open-letter/