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A Prolific Body Of Research In The Usa Has Centered On Early Childhood ...


A prolific body of research in the USA has centered on early childhood programmes, in the state of Carolina, USA, in 2004 plans were being made for a start age of 3. Researchers at the Frank Porter Graham (FPG) Child Development Institute were formulating plans to develop a rich learning environment for pre-kindergarten (Pre-K) that took into account the child's social, emotional and physical development. Now in 2006 the plans are a reality with FirstSchool, a new vision for early schooling of children ages 3 to 8. Developed through a partnership among families, the community, the FPG Child Development Institute and The University of North Carolina, which together are passionate about the future of schools and schooling for young children. The FPG aim is to use this model to inform other educational institutions to guide them to a successful early learning experience for children and families. The early start age reflects the lives of working mothers in today's society, yet it also offers a safe, constructive and significant haven for the child, bringing a quality into pre-school environments.
From an article in Nursery World (Feb, 2004), it stated that the number of children who have speech and language difficulties in day nurseries across the UK is 'rising fast', according to a survey of nursery staff, and that the results of the survey by I CAN, the charity the helps children who have speech and language difficulties, found that 89 per cent of nursery staff were worried that speech, language and communication difficulties among pre-school-age children were growing. Nursery staff reported more children having problems concentrating, speaking clearly and following instructions. Children often responded with monosyllabic answers or gestures rather than appropriate language. Almost all (96 per cent) of the respondents said they has at least one child with communications difficulties in their nursery, while 10 per cent said they had at least 10 children with such problems. Respondents of the survey blamed several factors, including a lack of time spent by children and adults talking together, the use of television to pacify a child and the trend for parents to talk on behalf of their child instead of letting the child have a say. It shows that the problem is crucial that children with speech and language difficulties have the same opportunities in life as other children.
A study of the transition from infant to Primary in England: from Foundation Stage to Key Stage 1 was carried out in 2005 (Sanders et al, 2005), where it was discovered the biggest challenge to children being the move from play-based approach in the Foundation Stage to a more structured curriculum in Key Stage 1. It also noted that the Literacy Hour had proved challenging as it was difficult for young children to sit still and listen to their teacher.


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