The Government’s commitment to fund a free education place for the 40 per cent least advantaged two-year-olds in England – some 260,000 children – has left local authorities searching widely for settings that might provide these places. In some cases, they are looking to schools to develop provision for this age group.
Schools, though, should be under no illusion that supporting the learning and development of two-year-olds is an easy undertaking, requiring only a simplified version of the curriculum for older children.
In fact, such a top-down approach will only set off a chain reaction of problems: inappropriate expectations and practices, such as large and prolonged circle times or children being sat at tables to concentrate, will result in challenging behaviours that confirm practitioners’ negative view of two-year-olds, which will give the children a negative view of themselves because they are continually frustrated and in trouble.
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