From the BBC
Youngsters are missing out on their childhood because we over-protect them, a child play expert claims.
A reluctance to let children take risks could stop them developing vital skills needed to protect themselves, he adds.
Tim Gill's new book says that instead of creating a "nanny state" we should build a society where communities look out for each other and youngsters.
...In No Fear: Growing Up in a Risk Averse Society, Mr Gill argues that childhood is being undermined by the growth of risk aversion and its intrusion into every aspect of children's lives.
Tuesday, October 30, 2007
School creativity 'needs support'
From the BBC
Creativity in schools needs to be taken "far more seriously" if it is to avoid being squeezed out of a crowded curriculum, says a report from MPs.
The Commons education committee warns that creativity is a "second-order priority" in England's schools.
The MPs say creativity should be a fundamental part of learning and should receive adequate funding.
"Successful schools are creative schools," said the committee chairman, Labour MP Barry Sheerman.
Creativity in schools needs to be taken "far more seriously" if it is to avoid being squeezed out of a crowded curriculum, says a report from MPs.
The Commons education committee warns that creativity is a "second-order priority" in England's schools.
The MPs say creativity should be a fundamental part of learning and should receive adequate funding.
"Successful schools are creative schools," said the committee chairman, Labour MP Barry Sheerman.
Thursday, October 11, 2007
Children who can’t write their own name
From The Times
Forty per cent of children struggle to write their own name or to sound out letters to form simple words such as “dog” or “red” by the age of 5, government figures show.
The annual assessments of children’s progress during their first year in school also show that more than a fifth of youngsters have problems stringing a coherent sentence together by the time that they enter their reception year.
Forty per cent of children struggle to write their own name or to sound out letters to form simple words such as “dog” or “red” by the age of 5, government figures show.
The annual assessments of children’s progress during their first year in school also show that more than a fifth of youngsters have problems stringing a coherent sentence together by the time that they enter their reception year.
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