I England har nyligen kampanjen “Too Much, to soon” publicerat ett uppmärksammat upprop med syfte att diskutera det för tidiga starten av formaliserat lärande som äger rum i England. En som deltar i kampanjen är pedagogikforskaren David Whitebread vid Cambridge University som i den artikel på universitetets hemsida argumenterar för att barn behöver mer tid att utvecklas innan formaliserat lärande kan sättas in. Uppropet från kampanjen publicerades i Daily Telegraph i september och var undertecknat av 130 forskare från olika discipliner.

Forskaren åberopar en gedigen sammanställning av forskning under rubriken “The importance of play”. I sammanfattningen heter det:

“Play in all its rich variety is one of the highest achievements of the human species,
alongside language, culture and technology. Indeed, without play, none of these other
achievements would be possible. The value of play is increasingly recognised, by researchers  and within the policy arena, for adults as well as children, as the evidence mounts of its relationship with intellectual achievement and emotional well-being.”

Forskarna menar att den alltför tidiga skolstarten till och med kan vara kontraproduktiv för skolresultaten:

“Studies have compared groups of children in New Zealand who started formal literacy lessons at ages 5 and 7. Their results show that the early introduction of formal learning approaches to literacy does not improve children’s reading development, and may be damaging. By the age of 11 there was no difference in reading ability level between the two groups, but the children who started at 5 developed less positive attitudes to reading, and showed poorer text comprehension than those children who had started later. In a separate study of reading achievement in 15 year olds across 55 countries, researchers showed that there was no significant association between reading achievement and school entry age.”





Categories: Allmänt

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