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
