this post was submitted on 05 Apr 2024
22 points (82.4% liked)
Melbourne
1864 readers
59 users here now
This community is a place created for the people of Melbourne and Victoria. We are a positive, welcoming and inclusive community. We might not agree about everything, but we always strive to stay civil and respectful.
The focus of our discussions is based around things that effect Victoria, but we are also free to discuss our local perspective on wider issues. Or head to the regular Daily Random Discussion thread to talk about anything.
Ongoing discussions, FAQs & Resources (still under construction)
Adoption Certificate for Nellie, the Daily Thread numbat (with thanks to @Catfish)
founded 1 year ago
MODERATORS
you are viewing a single comment's thread
view the rest of the comments
view the rest of the comments
They’re doing much, much less of it at home…which means that there are a lot of kids coming into primary school with already extant skill gaps. That’s WHY they’re trialling ECE stuff for slightly older kids - because the kids haven’t learned it yet, when they should have.
How much handwriting do you expect children to be doing at home? If parents aren’t enabling their children to do arts and crafts etc, they’re not have going to been getting them to do writing either.
Also the ECE stuff isn’t about not learning such and such skill, it’s about teaching methodology. Going from a top-down teacher knows best approach to one that focuses on fostering children’s innate desire to learn. It’s less rote and more autonomy based teaching.
When I say “they’re not doing it at home” I was referring to fine motor skills in general. Because they’re not drawing, not crafting, not playing with the tactile stuff as much.
They come in behind on fine motor generally. Writing is a consistent, every day activity - right from the absolute basics of the alphabet or number recognition and learning to spell/write their own name - that strengthens fine motor skills. If we take writing away as a daily thing, we’re going to struggle to come up with an equivalent activity that can be done as frequently, by as many children, in as many different settings, as writing is.