I don't wanna go to nursery, a mum's plea (Pre-school in general)

Member Name: Happyjaw

Product:	Pre-school in general
Date:	10/02/09 (90 review reads)
Rating:

Advantages: Socialisation, fun, stimulation, introduction

Disadvantages: Learning less pleasant apects of behaviour

Our experience
Our twins began nursery just a few weeks ago, the post Christmas influx and they were 2 of 3 who began in our small local village school nursery.
There were two others which were possible, another in our village and one in the next but we chose this one based on the Ofsted report and a visit with the headmistress for the school.
Pre-school is the introduction to school, in every way, the foundation steps of education and the school routine. Our twins at 3 were desperate to go since we'd told them about nursery and taken them to visit. Every time we passed since our visit they'd shout as loud as possible 'my nursery!' and it was a countdown over Christmas so they could begin.

Since then it's passed in a strange daze of mornings where being somewhere on time is paramount and the girls are absolutely wired about it. That's the beginning of their day and they are thrilled about it.

Reservations
I had a great number of reservations about nursery and I still do. I have twins and twins have their own complexities in social and educational circumstances, ones I'm keen to get right with them first time round in order to improve their chances in life. Having worked in care and education I know what is good practice and what corners people like to cut if it's not an Ofsted visit day. I've seen how precious some workers can be about their favoured children and how churlish they can be over petty issues like an emotional red headed child ( deemed too needy) and a million and one other issues of bad practice and I couldn't bear it.

We were asked to take in a number of items, some of which had me puzzled. A drawstring bag (because the pegs were placed too close fitting for other bags), a pair of wellies (because they have outdoor play and occasional jaunts into the local woods), a PE kit (age 3???? because they join the schools PE curriculum and use the gym), a sports or sippy bottle for water (very odd), a change of clothes (understandable for accidents), a bookbag (for loan of books) and on occasion a food contribution to their snacks (as the nursery don't provide food, only water).
Perplexed by the list, partly professionally, I asked about it all. Now the wellies, and change of clothes make perfect sense. The drawstring bag is a pain based on bad planning in the first place but I adhered and bought two.
5 weeks later both are damaged and we have bought little rucksacks, just like everyone else who has clearly had the same problem. So why ask - why not move the pegs?
The water bottles seemed odd and although I did provide them I wasn't happy with the thought that they did not provide such items. A few weeks later they were officially removed as a required item and the twins brought them home, deemed inappropriate and that the setting must provide suitable recepticles.
The PE kit, at 3 I must say I'm very surprised but I do believe an early start to a good physical routine is wise and my twins are giddy and interested and mountain goat climbers so I know they'll love it but not every child can dress themselves at 3. Not every child can grasp such concepts well and feel confortable and 3 is very early for formal education. However, being physical, I'm just about coping with that.

Early Learning Goals
Which brings me to my next point. Learning goals.
The key stages begin at nursery, the earliest learning goals possible are officially listed and given in a huge binder to all nursery workers. Typically know as the Early Years Foundation Stage. You can find out more here: http://nationalstrategies.standards.dcsf.gov.uk/se arch/earlyyears
There are enormous quantities of paper which dictate what your 3 year old, fresh into nursery, should and shouldn't be capable of and what they should be able to do by the age of 5.

Given that other countries begin formal education much later and yet attain far higher standards of education, I have great concern about EYFS. Even childminders are advised to be trained in EYFS by September 2009, in theory no one should 'slip the net'. But studies show that boys introduced to formal education too early may well go right in the opposite direction and fail to learn and develop according to standards.
Intriguingly, though there are small variations on expectation of attainable standards in relation to age, there are no expectations with regard to sex. This is despite the numerous studies which show a consistent trend in learning differences and levels of attainment.

One day when collecting my daughters, one of the staff commented on how well they know their shapes. 'Yes', I replied. 'Only about 10 or 11 though.'
The staff member looked a little amazed and said 'And they know colours too.'
'Yes, of course.' I said, feeling a bit puzzled.
I checked with the expectations later and confirmed with a current nursery worker in another venue, the expectation is that by the age of 7 a child will be able to recognise 4 shapes. 4? How ridiculous! If my girls know 10 or more at 3, what is the government playing at in terms of education? How lame?

Though I disagree with too much formal education too early, I also disagree that a child should only know 4 shapes by the age of 7. I believe much of the earliest education should happen at home and the socialisation and routine should be developed at nursery and to gently further encourage learning but only with a baseline of ability. Much like a health visitors expectation that a child will walk by the age of 18 months give or take a few months.

I rather feel that our lives are too adulterated too early and those precious early years should remain an informal learning through play before being thrown into a formal education system where one size does not fit all. Perhaps if there was a Montessori nursery nearby I would feel happier with that.

In the end
My reactions, from the point of view of a play worker, a youth worker, a nursery worker and a teacher, all variables of my work, and as a mother, I was ready to rear up and reject nursery as a foil to my ideals, but my children love to learn and enjoy the environment.

So, despite everything I have learned and all my experience and all the studies in the world, nursery is right for my children and they shall stay for as long as it is right for them. They are avid and eager, keen to learn and take part and desperate to have fun every step of the way. Somehow the vile early learning and hideous narrow view of education fits my girls like it's tailor made.
But for how long?

Summary: I don't like nursery but my children do