Veel controverse de voorbije jaren over kleuteronderwijs, maar te weinig debat in Vlaanderen. Volgende visie van schooldirectrice van een school met vooral kansarme en taalarme leerlingen kan het debat stofferen.
De schooldirectrice vertelt hoe ook haar kleuterschool erin slaagt om de ontwikkeling van de vele kansarme en taalarme leerlingen in sterke mate te stimuleren.(Beluister video via verwijzing in bijlage)
Naast vrij spel, zijn er opvallend veel instructiemomenten.Dus haaks op ervaringsgerichte aanpak (child-development-model) van Ferre Laevers en CEGO - met vrij initiatief en spel als centrale activiteit.
Rather than playing all day long, a good portion of the day is dedicated to formal, direct instruction
..even for nursery children!. This strategy has produced excellent results, with pretty much all exceeding ELG at end of reception year (and the children still get plenty of time to play and be social).
This structured learning consists of teachers explicitly, directly teaching children the basics right from the start. This includes the
*high expectations that all children speak in full sentences en meerdere zinnen na elkaar
*correct letter formation and even elocution lessons.
*correct systematic synthetic phonics teaching,
*correct pencil hold
As a consequence, the triangulation of direct instruction of reading, writing and speaking, combined with their high expectations that all children speak in full sentences, has resulted in all children being able to read, write and speak English in excess of the governments floor standards.
One of the reasons for their success is that there is no expectation that children should discover the basics.
The direct, formal instruction ensures that no child is left behind.
All the children love the structured learning.
Boys have flourished under this system and can write just as well as the girls.
There is a calm, focused atmosphere of learning in the school.
The Quirky Teacher says:
(1) I think the problem with many Early Years specialist is that they seem to live in a fantasy world and absolutely refuse to see their integral part in the process of primary and secondary education. Instead, we get continuous spiel about how wonderful childhood is, and how children should be free to play without any worries or expectations. Every single teacher in the ensuing years then has to pay the price.
Early years specialists seem to operate in a silo that does not flow seamlessly into Ks1 and ks2. I also know that many early years researchers often use relatives or friends children as research material.
The research is thus invariably flawed because their subjects are nearly always White middle class children, which is not a true representation of a class of children from different socio economic groups. There are some consultants out there that deliver training on early years environments
Are these environments really going to turn on parents from the lower income brackets that cant afford to buy matching bed linen for their kids let alone a nice piece of muslin to hang from some deconstructed object.
Lots of these children come from chaotic families that need direction, routine, consistency, boundaries and clear expectations from school. Advising some parents to follow a childs lead is asking for trouble.