Play is the Way - Child Development, early years and the future of Scottish Education edited by Sue Palmer

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Play is the Way - Child Development early years and the future of Scottish Education

Play is the Way - Child Development early years and the future of Scottish Education

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Play is the Way - Child Development early years and the future of Scottish Education edited by Sue Palmer

Always the Cinderella of the education system, the significance of early years has been seriously under-estimated. Play is the Way brings together leading practitioners, policy-makers and academics to explain how a coherent approach to early years – centred on positive relationships and play – will not only result in better educational performance but in greatly improved health and well-being for future Scottish citizens. They challenge the deeply-ingrained cultural acceptance, throughout Scotland and the rest of the UK, that formal instruction in the three Rs (reading, ’riting and ’rithmetic) should begin at the age of four or five – at least a year before other European countries.

WHAT PEOPLE ARE SAYING ABOUT PLAY IS THE WAY

In years to come, when Scotland considers with pride its early years approach, we will point to this book to understand how we achieved it. Jackie Brock, CEO Children in Scotland

Play is the Way presents a policy to support Scotland’s young children for lifetimes of well-being. It celebrates every 3 to 7-year-old’s hope for sharing joy of life outdoors in playful affection with loved ones. Belief that the affections and skills of free play in natural and cultural worlds is the foundation of the most sophisticated arts and science is supported by psycho-biological science of early years. Description of how intelligent knowledge and skills mature in human bodies and minds from before birth to 7 or 8 years in every human society reveals innate measures of ‘musicality’ in movement-with-feelings by which sharing of ideas and actions are both enjoyable and creative. From before birth, a human social life benefits from exploring experiences with others in playful imagination of body movement, seeking and sharing fun in discovery. That is how we build and recall stories to tell lifetimes and centuries of ‘common sense’. It is a mistake to believe that learning in education can only result from an intelligent imitation wanting to know and name seriously a teacher’s facts and skills. Colwyn Trevarthen, Professor (Emeritus) of Child Psychology and Psychobiology, University of Edinburgh

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