Starting from the Child? 5th Edition by Julie Fisher
The different editions of Starting from the Child have been written in response to concerns from the sector about government intervention and prescription in the early years. This 5th edition is no exception. In the ten years since the previous edition there has been a significant shift in both government and Ofsted focus that has challenged many fundamental principles of early childhood education. The status of the early childhood educator has quite rightly been more fully recognised. But in emphasising and defining the role of the educator, I would suggest children’s experiences of learning have increasingly moved along a continuum from adult-inspired to adult-insisted learning.
This new edition of Starting from the Child? has a question mark at the end of its title in recognition of the challenges currently faced by practitioners as a result of these interventions and expectations. The book sets out quite clearly what I mean – and what I do not mean – by ‘Starting from the Child’. This is no lackadaisical, laissez-faire approach. It has rigour and depth and challenge, but it always keeps the child at its heart. A knowledge and understanding of the child, their strengths, their interests and their preferred ways of learning will always result in deeper levels of engagement which, in turn, result in deeper meaning making, and deeper level learning.
The impact of too many of these universal, standardised approaches is to negate the power of the Unique Child. At an age when young children have such an urgent need to follow their own path, they are taken down paths that do not necessarily interest them and in which they are not fully engaged as a consequence. The result is not only that learning is made harder and therefore less effective, but the competent young learner is disempowered and comes to doubt their own abilities. In the early years we should surely have, as prime objectives, children seeing themselves as competent and, as a result, becoming more confident and determined to go on learning. Yet, increasingly, at an age when there is so much that an enriching environment and supportive educator can help children to learn, too many are confronted by learning that suits the adult rather than the child. That is prescribed, and in many settings demanded, by those who do not understand child development or the power of play, and whose driver is not the child and their needs but arbitrary, imposed, standardised, long-term goals that fail too many children along the way.
The 5th edition of Starting from the Child? challenges what is currently meant by the term ‘curriculum’ in the early years. It examines the place of the child’s curriculum alongside the curriculum planned and imposed by adults – and the benefits of both. It expands on the importance of learning outdoors when too much practice privileges the indoors, so that too many children miss the vital physical, emotional, social, cognitive and linguistic opportunities it affords. And it takes a fresh perspective on planning, planning that starts from the child’s individual needs rather than delivery of the adult curriculum.
The goal of ‘Starting from the Child’ has always been to steer a path for early childhood educators, a path based on research and theory but rooted in reality and pragmatism, between what is known about young children and their learning and some of the misguided and potentially damaging pressures of an agenda exerted by those who seem to know little and care even less. As early childhood educators, I believe our goals should first and foremost be happy, engaged children, fulfilling their desire to learn in environments that stimulate, provoke and intrigue, and be supported and guided by educators who care about them. Children deserve educators who do all they can to bring out the best versions of the unique individuals they are.
Julie Fisher is an independent Early Years Adviser, author and trainer. She is also Visiting Professor of Early Childhood Education at Oxford Brookes University, UK. She has been a headteacher of two schools, a university lecturer and a local authority Lead Adviser for Early Years.
by Julie Fisher
Starting from the Child? Teaching and Learning in the Foundation Stage, 5/e