Measuring up to Preschool expectations

Ben has now been at preschool for 12 hours a week since September, and overall has made huge progress. I don't have any concerns about him (all his little "quirks" turn out just to be phases) but he's a different little boy when there are expectations placed on him and he doesn't have constant one-to-one attention from an adult.

Under the Early Years Foundation Stage (EYFS) framework, it is hoped that children will become ready to start school. Luckily Ben's going to be old for his school year and has well over a year left before starting reception.

I say luckily because, um, Ben's not quite what you'd call a "joiner-inner" yet. He's not naughty at all, but just likes to do his own thing so is often very resistant to changing activities when the times comes for playing outside, storytime, or what have you.

So according to the EYFS, he's doing well on their "prime areas" of communication and language, physical development, and to some extent personal, social and emotional development. He's keen to play with the other children, happily joining in or initiating games. But less keen to do what he's told. Oh dear.

In terms of the remaining EYFS areas, he's great at "understanding the world", and knows his numbers and some letters, but is very reluctant to draw, paint or try writing. The problem is that he's too aware of how it ought to look, so won't just muck in and have a go because he knows he can't do it perfectly. I may start encouraging him to practise at home when no-one's looking, and see if that works.

Ben's preschool is great and the teachers have been so patient with him. I feel confident that together we'll manage to iron out these issues in time. How lucky that he was a September baby!

by Kate Richards

www.gov.uk/schools-colleges/early-learning-childcare