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There is huge value in both child-led and adult-led experiences, and how to achieve an appropriate balance between the two is a concern for all early years providers – but particularly Reception staff facing ever-increasing pressure to tip the balance towards more formal ways of learning.
This pressure comes from people who neither have experience of young children and how they learn, nor appreciate the damage that can be done to the hearts and minds of young learners when experiences are inappropriate. The result is that ‘adult-led’ becomes ‘adult-insisted’, causing some children to resist learning that an adult deems more important than the learning that children would choose for themselves. This article will consider how to manage the learning day particularly in schools and settings where adult-led learning takes precedence.
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