I’ve always been pretty opinionated on the subject of early childhood education. Preschool, I’ve told anyone willing to listen, should be about fun, safe, age appropriate interaction. A good sensory table, free access to art supplies, well designed playground equipment, caring teachers and a healthy snack are the cornerstones of what I consider to be a good nursery program. There are plenty of years ahead for our kids to devote themselves to academics. The early years should just be fun.
All of that is out the window here in London.
The British take a very different approach to education than we do in the States. Here, children attend school for much longer time periods and begin academic work from a much younger age. As a 4 ½ year old, Julia would have been learning through play in a Pre-K class this year had we stayed in New Jersey. There would have been little in the way of “traditional” academic work in the curriculum, though she would no doubt have learned quite a bit without even realizing it. In contrast, 4 ½ year olds here are in Reception, which is the first formal year of schooling (though most kids have already been in some sort of a Nursery program). Reception classes are full day and follow National Curriculum guidelines for educating students about literacy, numeracy and other early academic skills. It is a far cry from the sand and water tables I looked for when selecting a school back home.
We could have tried harder, I suppose, to find an American-type educational experience here for Julia. But we came to London to experience life here, not to replicate our life back home, and the British educational system is part of that experience. In the end, we hedged a bit by selecting a school which houses Reception classes with the Nursery students rather than with the rest of the Pre-Preparatory grades. The building, with its brightly colored kids’ artwork and classrooms full of young children playing, looked a little more familiar to us than the schools that had 12 year olds raising their hands at desks just down the hall. As a bonus, this school had a spot for Evan in January, and the idea of having both kids in the same place was appealing on both an emotional and a logistical level. The actual Reception curriculum, with its French lessons and worksheets, still felt downright silly to me. But that’s what they do here. And so that, we decided, was what we would do, too.
Julia’s been in school for nearly 3 weeks now and there’s no doubt that she’s adjusting nicely to her new environment. She chatters cheerfully all the way home each day about the activities and lessons she’s participated in throughout the day, and seems completely unfazed by the amount of time she’s spending on traditional academics. I generally hear about the “extras” first; gym and music and art and dance are always among the highlights of her day. But she’s often every bit as excited about a book she’s read or a math exercise the class has completed or a new French word she’s learned. The day feels impossibly long to me, the expectations of these not-yet-5-year-olds incredibly high. I was shocked the other day to discover that Julia had taken a math test (though I'll admit she didn't even realized she'd just been tested), and I continue to be overwhelmed by the amount of time the class spends on desk work. Yet, I have to admit, the kids all seem far more capable and ready for this kind of learning than I might have expected.
It helps some in our case, I suspect, that academics come easily to Julia. She taught herself to read more than a year ago, so the prospect of daily one-on-one reading with her teacher was neither intimidating nor particularly challenging (it
is helping, though; I can already see her reading confidence and skills growing exponentially with the discipline of daily reading). As a child who loves to teach herself new things, Julia’s already mastered many of the other concepts her class is working on, so literacy and numeracy lessons have turned out to be fun group activites for her rather than things she's necessarily had to learn. (The one exception is handwriting, where her self-taught block printing is woefully behind her peers' pre-cursive penmanship.) She's a fairly quiet, well behaved kid (except at home!) and she thrives on routine, so the discipline and order of the classroom and the structure of the school day are probably more comforting to her than they would be to a more physically active child. Despite all of my protestations that young children should really only be learning to play and socialize at school, I have to admit that this whole academic thing seems to suit my kid just fine. In fact, I daresay she’s pretty damn happy.
Have I changed my mind about early childhood education already? Not by a long shot. I still wish that I could have given Julia one more year of fun in her American preschool classroom before she dove headfirst into a dozen or more years of academia. But it didn’t happen that way, and now that I’ve seen the British educational system in action, I’m definitely becoming a bit more open to other ways of doing things. Julia really
likes learning things like French in school. Evan, who’s now counting and saying his colors in French thanks to his big sister’s tutelage, can’t wait to get into school to see what his teachers are going to teach him. And maybe, just maybe, I’m learning something here, too.