Addressing the Educational Epidemic
Recognising the Crisis - We are at tipping point
We are facing a significant educational epidemic that has been quietly developing over many years. Over a decade ago, when we first embraced play-based learning, we began to notice alarming declines in oral language skills among children entering school. Initially, it was just a few children; now, it affects more than half of a class.
Worsening Symptoms
This epidemic extends beyond oral language. Over time, we have witnessed a decline in social and emotional skills, and more recently, in motor skills—both fine and gross. Shockingly, children who arrive with movement skills, good social and emotional abilities, and a keen interest in learning, are now considered advanced. This was once the norm.
The Tipping Point
We have reached a critical tipping point. At least half of new entrants are unable to form sentences, lack social skills and emotional understanding, and struggle with basic motor skills like hopping, skipping, crawling, running, and jumping. Many children lack the hand strength to hold a pencil or open a container, and they often struggle with sitting due to poor abdominal strength.
Cry for Action
Despite advocacy on this issue by play based experts and those that understand the brain (myself included), it has only recently gained more prominent attention, but will those in power listen?
Our children, chronologically five years old, are developmentally equivalent to 2.5 to 3-year-olds. The pervasive use of devices exacerbates these issues, impacting attention span, eyesight, and overall development. If a parent gave a child drugs, society would be outraged. Yet, allowing children hours on devices seems acceptable.
Misguided Government Policies
Regrettably, the government believes it is excelling at the basics by implementing structured literacy and math, allocating an hour a day to these subjects, and enforcing poorly conceived standardised tests. These measures ignore the fundamental problem.
Imagine assessing phonics after 20 weeks for a child who cannot form sentences, recognise letters in their name, or perform basic movements. Instead of spending money on ineffective overseas assessments and solutions, we must address the root issue.
The current mindset assumes that expecting more from children who are capable of less will solve everything. It won't. We need to eliminate politically driven initiatives and focus on implementing the actual basics brilliantly.
A Call to Action
Prioritise Movement: Recognise that movement is crucial for brain development. Children are more sedentary than ever, fixated on screens rather than running, climbing, jumping, and rolling. Ensure that new entrant classes embrace play for at least six months, if not the entire first year. Ensure that classes in the second and third year or school, also embrace an understanding of play and implement play alongside explicit teaching.
Eliminate Devices: Remove devices from all junior classrooms. Ensure that device use from Year 4 up has a clear purpose and is limited.
Invest in People: Our junior rooms require a 1:10 ratio, some as low as 1:5. Invest in teacher aides, relationships, and connections to prepare children's brains for academic learning.
Enhance Outdoor Spaces: Invest in areas that encourage movement. Movement skills are vital for preparing the brain for learning.
Support Developmental Engagement: Allow teachers time to engage with students developmentally and understand how to best work with them.
Rethink Assessments: Conduct phonics and number checks after two years at school.
Rethink Standardised Testing: If standardised tests are necessary, implement them at Year 5 and 6, not from Year 3 and make sure the information gained from them is worth the hassle of conducting them.
Support Junior Teachers: Understand the challenges faced by junior teachers and provide the support they need.
Educate whānau: Help families see how destructive devices are. Fund initiatives like ‘reading together’ however focus these on the importance of movement, play and the power of reading to and talking with children.
Aligning Realities
The reality in our schools must become the government's reality. Understanding the challenges we face and implementing strategies that genuinely help is crucial. Current policies often hinder our ability to perform effectively. Let us start by aligning our priorities with the real basics for genuine educational improvement.
