After an interesting input last week about pre-schooling in Sweden and how it contrasts to Scotland, i have become very interested in the topic and feel strongly on the matter. Due to statistics and results proving how drastically better pre-schooling is in Scandanavian countries, why are we not changing our pre-schooling experience in Scotland for our future generations?
Scandanavian countries have long preschool traditions and have roots in Froebel’s kindergarten and a pedagogy built on Rousseau and Pestalozzi. As a system they have strong incentives and therefore have fantastic financial support for families with young children. Early childhood education is also financed by the state. Staff have motives which include little form of learning and they believe play is paramount. This allows their 7 year old starters to have a relaxed and playful start to schooling in comparison to the Scottish system where 5 year olds are thrown into the deep end and forced to learn skills which they may not be ready for.
A typical classroom in Sweden represents a a family environment in the form of a family kitchen. They are required to take their shoes off inside and learn to set the table. Pupils have the chance to be taken into pre-school as early as 6am where they join staff and other pupils to have breakfast around the kitchen table. They enjoy eating the natural, fresh, healthy meals provided and sing songs around the table to start the day positively. Resources and equipment are also accessible for everyone which includes cups, coats and wellies etc which the children are welcomed to use. Contrastingly to Scotland, children address their staff members by their first name which promotes a friendlier approach whereas Scotland keep a professional distance between the pupil and teacher by referring to all members of staff as Mr or Mrs.
Throughout the day at pre-school, a variety of different activities take place for natual learning where they are not pressured or forced to learn, but instead they are having fun whilst discovering new and exciting things. Children and staff take walks to lakes and other new places as they feel it is important to be outisde where they can run, jump and excercise in a joyful, fresh environment. In the classrooms and around the kitchen table are adult size chairs so that children are matched to the outside world dimensions compared to classrooms in Scotland where the chairs are small and therefore show the pupils that they are young and inferior to the teacher. There is no structure or formal teaching where expectations are high of developing evidence of their learning. This alternates to the Scottish system where structure and timetabling is very important and used day in day out in order to retain a set standard and routine.
A massive difference between the two countries approach is trust. A trait which should be adopted and known to have in every school and pre-school around the world. Swedish pre-school do not have government inspections due to the amount of trust and respect given. Parents trust their childrens staff as professionals to carry out their job successfully unlike in Scotland where government inspections take place due to a lack of trust. Followed by parents constantly questioning teachers methods, approaches and techniques which creates tension and a distant relationship between them.
This is a small glimpse into the benefits and differences between the two systems. I feel the Scandanavian system fits and binds better with the way in which children should grow up; having fun; experiencing new things and learning naturally. I will continue to research into this debate and hope that Scotland eventually look into adopting a new approach to mirror a Scandanavian style of pre-schooling.
