Are our expectations of children in early childhood evidence informed?

What does it really mean for a child to be 'school ready', and are the expectations we place on children actually informed by evidence? Adam Marycz explores how policy, accountability and long-held assumptions can shape early childhood practice, questioning the push towards formal learning and considering how educators can keep children's development, individuality and play at the centre.

Read the article here:

https://thevoiceofearlychildhood.com/are-our-expectations-of-children-in-early-childhood-evidence-informed/

This episode is in partnership with BookedIn

BookedIn is the CPD booking platform that connects organisations with verified speakers, trainers and consultants – so you can find the right fit faster, based on your brief, audience and outcomes.

To find out more visit: https://waitlist.bookedin.online/

Our 2027 conference info & tickets:

https://thevoiceofearlychildhood.com/early-years-conference-2027/

Listen to more:

If you enjoyed this episode, you might also like:

· Starting school: Supporting transitions to reception and key stage 1, with Delyth Linacre: https://thevoiceofearlychildhood.com/starting-school-supporting-transitions-to-reception-and-key-stage-1/

· Life skills over academic achievement, with Carmela Garcia Manas and Zanna Clarke: https://thevoiceofearlychildhood.com/life-skills-over-academic-achievement/

Get in touch and share your voice:

Do you have thoughts, questions or feedback? Get in touch here! – https://thevoiceofearlychildhood.com/contact/

Episode break down:

00:00 – Hear Adam at the 2027 Voice of Early Childhood Conference
01:35 – Welcome to the live podcast recording
02:49 – Introducing Adam Marycz
04:04 – What do we really mean by 'school readiness'?
07:01 – Confidence and independence versus academic expectations
09:27 – Developmental milestones: should we lower expectations?
10:55 – Good level of development: evidence or accountability pressures?
14:11 – Using interventions without reducing children to data points
16:42 – International approaches, school starting ages and protecting play
19:47 – Are we mistaking sitting still for learning?
21:14 – Educator training and becoming critical consumers of content
23:08 – Physical development, movement and realistic expectations
25:55 – Gaps in educator training and the importance of ongoing professional development
28:01 – What can we learn from Finland and China?
30:44 – Questioning everyday practice: why are we doing this?
32:41 – What do you want children to be able to do when they leave your setting?
34:57 – Audience Q&A: school readiness, SEND and inclusion
40:15 – Audience reflections: family pressures, screen time and wellbeing
43:57 – Moving beyond discussion: evidence, advocacy and meaningful change
46:09 – Closing thanks

For more episodes and articles visit The Voice of Early Childhood website: https://www.thevoiceofearlychildhood.com