Failure of
pre-school
education
Forget the titles Montessori, kindergarten, nursery school, early childhood centre, and several more as most pre-schools are little more than play groups and even as such many fail to provide adequately in educational, physical and social spheres. 90% of 4 year-olds attend one of the estimated 14,000 pre-schools in the country. The majority of these schools are privately run for profit, but many of the others under control of local government or NGOs fare little better.
The first six years of a child's life is universally recognized as the early childhood stage, and acknowledged as the most critical for future development. During these initial six years a child would have developed more rapidly, both physically and mentally than any other period.
Research has shown convincing evidence that this period is crucial for the full and positive development of the brain. Numerous studies have also indicated that the lack of a stimulating physical, social and emotional environment, can reduce the child's brain developing its full potential. The part played by nurture or nature ceases to be questioned, and though we cannot change our genetic endowment, the environment in which it develops has a far reaching influence.
The early childhood stage lays a foundation for values, attitudes as well as social and personal habits. To ignore these aspects or to misinterpret them can be a retrograde step for developing countries such as Sri Lanka. Therefore, when planning for Early Childhood Education it is necessary to take into account three fundamental principles. Child development is continuous and cumulative, and even pre-natal experiences can have some influence.
The two years of pre-school represent 40% of the child's initial 5 years of life and should not be left to a hit and miss developmental exposure. Later formal schooling and learning levels are significantly influenced by positive early experiences.The Education Ministry has shown little or no interest in this vital aspect of education, and the N.I.E. has responded by operating a pre-school that is far from being a model for others to copy. It does offer a teacher training course but the standard of this is open to question. Likewise the Open University of Sri Lanka produces by far the highest number of certificate or diploma graduates in Early Childhood Education but again the standards achieved do not always meet the criteria of "good practice".Though many pre-schools now have qualified teachers, this does not always imply good practice.
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One has to question the standards of the universities and colleges awarding certification in Early Childhood Education and whether they have the model classrooms or faculties to .produce competent teachers. In so many pre-schools a lack of suitable developmental play materials has contributed to a diet of work books that teach aspects of the grade 1 curriculum. Quantity rather than quality is seen by parents as a sign of a good school.
Thus a child might be expected to fill a workbook with mind-numbing daily period of writing alphabet letters and ubiquitous colouring sheets. Such activities are little more than busy-work requiring no preparation or even insight into educational theory and practice. Formal teaching of reading, writing and maths can even have a detrimental affect for children who will then become passive and bored in grade 1. Schools that follow developmentally appropriate curriculum are few and far between and may not be held in high regard by many parents, even though they provide a more meaningful experience.
Most pre-schools, in the absence of suitable developmental activities, also rely on a fare of art and craft. All too often the end product has become more important than the process, so the 20 or so identical birds, elephants, hats, Santa Claus shows up the creative talents of teachers rather than the children who have simply added some colouring and sticking. The annual exhibition attracts the admiration of parents and visitors who must be naïve to believe that the beautiful exhibits were produced solely by the children.
The fact is that anyone, anywhere and anyhow can open a pre-school. All too often the facilities are poor and in some cases violate basic health and safety standards. The so-called "real" Montessori schools often charge high enrolment and monthly fees and can provide better premises, but educationally they are stuck in a rigid Montessori time warp that refuses to acknowledge a more eclectic attitude in Early Childhood Education. It's as if Montessori philosophy cannot be questioned, and many of these schools offer training leading to recognized Montessori diplomas, whilst in reality utilizing students as free teachers.
Pre-school education in Sri Lanka has developed a style of its own that is uniquely out of step with the more widely accepted Early Childhood Education theories and practice valued in most developed countries. Often the uniform is the only creative aspect with an array of styles and colours that gives the school visual status. A simple concert at Christmas time has always been enjoyed by children and parents. However, many pre-schools see this events as a show-piece for the quality of education and plan concerts in large halls lasting several hours, requiring numerous changes of costume (paid for by parents) and scenery.
Sport meets should be fun but many pre-schools have copied the format in use by high schools. Competition is fierce and appropriate medals awarded in Olympic style ceremonies.
Slowly creeping into this uniquely Sri Lankan pre-school culture is the Prize Day that apes the formalities of the high schools. It may seem fictitious but a small number of schools have started awarding prefect status to their five-year-olds who have not yet started grade 1. And to cap it all is the final graduation ceremony complete with cap, gown and diploma.
In the absence of any proper regulation for pre-schools it appears that standards are unlikely to improve. Like the unregulated tuition classes, pre-schools are primarily businesses and in order to turn a profit, teacher salaries can be as low as Rs.5000 a month.
It will take more than the usual spate of seminars and political proclamations to bring the 14,000 pre-schools and the estimated 60,000 teachers up to a standard that reflects a degree of excellence or simply good pre-school practice. If the Ministry of Education, N.I.E. and institutes of higher education cannot get their act together, what hope is there for the thousands of pre-schools dotted around the towns and villages in the country? Pouring more money into yet more seminars can hardly help since there seems to be so few in authority or with decision making positions who have real expertise in Early Childhood Education.
What is urgently needed is a National Centre for Early Childhood Education to serve as a positive influence in raising standards throughout the country. It would not only demonstrate good practice through a model pre-school, but would also be a resource centre making full use of internet communication and a place where teachers and students alike could visit to see materials, equipment and library resources and participate in seminars and workshops. It is unlikely that such a Centre could be established since there are numerous competing interests in government which would lay claim to it.
Douglas King,
Early Childhood Education Advisor and consultant.
douglasking1939@yahoo.com
Don’t force
children to achieve your dreams
I am a university lecturer and I would like to point out certain issues that I encountered as a University undergraduate and am now experiencing as a lecturer.
I did my A/L in the bio science stream with no hesitation as I always liked "science". By science I mean lab-based basic and applied sciences rather than medical sciences. Unfortunately or fortunately I got through the A/L with good results and I was forced to do medicine both due to parental and school pressure. I did not want to go to med school and I still remember the constant battles I had with my parents in the weeks leading up to filling the university entrance application.
At med school I did not mind the first two years which were basically lab based "pre clinical" subjects. I enjoyed the subjects taught in the 3rd year that involved a lot of basic and lab sciences. However, when it came to clinical studies I found it difficult to cope. The point I want to highlight is that parents should not force their children to do subjects they do not want to and more importantly parents should not try to achieve their failed dreams through children.
As leaving medical school half way was not an option, I did complete my degree and put my minimal effort into it. However, I did get a sufficient grade and eventually to my great bemusement did better than most of the "determined to be medics" in my batch.Due to this I had the chance of joining med school as a lecturer at one of the para clinical departments with a good scope for research. When I speak to my students who are four to nine years younger than I am, I find increasing numbers of students who are at med school for the same reason as I was. This is an issue that parents and schools need to consider seriously.
The second issue is Universities are not moving towards what is known as "student centred learning" where students are expected to do "self generated learning" to achieve objectives. We are moving away from the traditional didactic lectures towards small group discussions and PBLs or problem-based learning where the student is the centre. Schools still follow the traditional teacher-centred way of teaching. Tuition classes are making the situation worse by spoon feeding the students. In this context students find it extremely difficult to adjust to the university education methodologies.
The third issue is personality development. Universities are for adults. University education is a type of adult education. We expect adult behaviour from students. However, students are not accustomed to this. They misuse their freedom, even more importantly they do not recognise the importance of individuality. This results in a herd mentality and unacceptable activities such as ragging thrive due to this. If students are confident to stand up against what is wrong and say no, much of the problems associated with universities could be solved. In Sri Lanka, students enter the university between the ages of 19 - 21. The foundation for personality building should be initiated much earlier than at universities. Schools need to think about this issue in depth.
Concerned lecturer
Give them time to play and read
I fully agree with the contents of the article.
Children have no time for sports, so we will have an unhealthy next generation. Children need time to play sports and read after school . When they have time to relax after schooltime, they are able to pay more attention to the lessons during schooltime and they don't need tuition classes.
I think it is time parents realize that not all children have the ability to go to university even if you send them every day to tuition classes and that we also need good carpenters, plumbers etc.
In class special attention should be paid to children who are slow learners. In my mother country (Netherlands) every school has a remedial teacher for such students.
I also believe that children who are weak in a particular grade, should be kept back in that same grade the following term too. Because when you are weak for example in grade 6 how will you be able to understand the lessons in grade 7?
More modern and child friendly syllabi would also be of great help.
Annelies Abayasinghe
It’s cram, cram
and cram
After reading the article in the Sunday Tmes, "When little brains are filled with facts and more facts", I thought I will share my thoughts as a parent.
I am referring here to the middle school which starts at Grade 6 as I feel that the primary education is fine.
Children can be graded as the high IQ students and the average students. What percentage of children can be in the high IQ category? Maybe 20%. The rest fall into the category of average students.
The current education system may (I am not sure) be okay for the high IQ students who can absorb fast and do many other activities as well, but what about the average student who represents 80 percent of school-going children? I feel that this education system is inappropriate for the average students because the matter that is given to study is excessive. The repercussions of this system seem high for average kids, such as:-
1. Students have no time to interact, play...etc... with other students, visit cousins, friends, relatives. This does not enable them to build social relations.
2. Students are always under pressure to do well in studies and partly well in sports (That's all they can achieve in sports with the given time constraints).
3. Too much time is spent by teachers in school in explaining theory (I do not blame the teacher, it is the system) Very few practicals are done so the child does not understand the requirement as a totality.
4. We, as working parents find it very difficult to manage many kids who are studying in government schools, with their education and other activities.
My son is a Grade 6 English medium student at a leading government school in Colombo.
His subject marks at tests are between 50-60 except in English, Maths and Science which are always over 80. He is a keen sportsman and loves to play Tennis, Cricket and Badminton.
Due to the school curriculum and studies my husband and I are not willing to allow him to do much sport. We have allowed him to start tennis and badminton but not cricket. It is sad to deprive a child of his most loved sport like cricket at an early age of 11.
He also likes debating and singing in the choir in school but this too has been discouraged by us as he is unable even to complete his home work as he is tired at the end of the day.
At his school he has to do 15 subjects for Grade 6. In Grade 5 it was only six subjects. The jump to 15 subjects in Grade 6 is a shock for the child.
I feel that subjects should be introduced gradually (From Grade 5 of 6 subjects to 15 subjects in Grade 6 is too much) An average 11-year-old finds it difficult to absorb so many topics and subjects.
With 15 subjects to study a student cannot give too much time to sports and other extra-curricular activities as parents want him to keep up his grades to a certain extent. As a result many students cannot excel in any sport as it is a very competitive arena.
Where is the thought of a healthy body and a healthy mind?
A worried mother |
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