Extending the foundation stage curriculum past the age of 5

Why the foundation stage curriculum shouldn’t end at 5

The current early year’s foundation stage supports a child through early development up to the age of five through a play-based curriculum. Once a child has completed reception class at the age of 5, they then move onto the national curriculum and begin more formalised teaching. This includes learning more complex number skills, reading, writing and beginning to develop knowledge in other areas such as science and history. Also at this point, the pressure on a child to perform well increases and tests become a regular thing. Many believe that children at the age of five should not be put under such pressures nor are they ready to begin formalised teaching.

What happens abroad

Looking at various other curriculums from around the globe, many of them share similar aspects and principles to those embedded within the EYFS here in the UK. However, many of these early years curriculums last until a child reaches the age of 7 when it is believed a child is then ready to learn and have acquired all the necessary skills needed to learn such as reading and writing. When comparing league tables from other countries, many of those who begin learning to read and write after the age of seven actually outperform UK pupils.

This is difficult to understand, when in the UK if a child hasn’t achieved expected levels of development in the EYFS by the ages of five, then they more likely to underachieve throughout their entire education. This may suggest that there are some issues with how children are taught and that key principles in child development may have been forgotten.

Why extending the foundation stage would support UK children

As discussed above, children in other countries greatly benefit from a more relaxed curriculum with regards to reading and writing. Instead, children learn about the world around them, learn to use tools, learn about music and movement, expressive arts and they take a more holistic approach to child development often concentrating on the spirit as well. By learning more through the environment children are developing all the necessary skills needed to learn to read and write when the time comes. Children then quickly pick up reading and writing and the process of teaching this is much easier as the children are ready.

Children in the UK in some settings are encouraged to read and write whilst still in preschool and this can sometimes have a negative effect on a child’s development . It could therefore be suggested that this shouldn’t be happening at least until a child reaches the reception class if not later if the curriculum was changed.

Importantly children learn through play and what interests them and the evidence to support that statement is overwhelming. It is therefore confusing that at the age of five children are suddenly given very little time to play throughout the school day and instead are expected to sit and concentrate for long periods of time.

Early years settings themselves often lose sight of this and can often expect young children to sit for longer than they are capable. Planning therefore must follow children’s interests and be based on the principle of play!

Some handy tools to ensure children are making the most of the play based curriculum until they reach the age of five include:

• Follow interests  
• Plan for the individual
• Keep periods of sitting and concentrating short and to the point
• Use a continuous provision approach 
• Make the most of the outdoors
• Be sensitive when becoming involved in play and allow the children to take the lead
• Promote all seven areas of the EYFS
• Remember children have reception class to accomplish all of the EYFS goals so leave something for teachers to teach such as the reading and writing skills.