A Play-Based Kindergarten Stage for Scotland

That the Parliament recognises that the first seven years of life are a unique period of physical, emotional, social and cognitive development, and that young children, including those in the Coatbridge and Chryston constituency, learn through relationships, play, movement, conversation, creativity, exploration and first-hand experience; further recognises what it considers to be the substantial body of evidence supporting play-based and developmentally appropriate early education, including the importance of active and outdoor play in supporting physical health, wellbeing, self-regulation, social development and lifelong learning; commends the work of organisations such as Upstart Scotland in promoting the needs of children in early years education based on relationship-centred, child-led, play-based environments, with a greater focus on outdoor learning; notes the belief that Scotland has a strong tradition of early learning and childcare and that the principles of Curriculum for Excellence, Getting It Right For Every Child and Scotland’s Play Strategy recognise the importance of children’s wellbeing, development, relationships and learning through play; further notes the belief, however, that the transition from early learning and childcare into P1 can introduce expectations of formal academic learning at an age when children’s development, interests and readiness vary considerably; recognises evidence indicating that an earlier start to formal academic instruction does not necessarily confer a lasting educational advantage, and that language-rich, play-based and developmentally appropriate experiences provide important foundations for later literacy, numeracy and scientific learning; notes the view that giving young children more time and opportunity to develop through play, conversation, creativity, physical activity and exploration can strengthen the foundations for successful formal learning rather than delay them; further notes the view that a universal kindergarten stage could help address inequalities in school readiness by giving every child, regardless of background, access to high-quality play, outdoor learning, language-rich environments and sensitive adult support, while recognising that children who show an early interest or readiness in reading, writing or mathematics should be encouraged and supported at their own level; acknowledges the experience of education systems internationally that provide a distinct, play-based early-years stage before formal schooling, and notes the belief that Scotland should learn from this evidence while building on the considerable expertise of its own early-years workforce; notes the calls on the Scottish Government to support a universal kindergarten stage in Scotland for pupils in what is currently P1, with an ethos distinct from formal primary schooling and centred on play, relationships, wellbeing, communication, creativity, physical development and learning through enjoyable experiences; notes the belief that such a stage should provide substantial opportunities for self-directed, imaginative, social, active and outdoor play alongside skilled adult support and purposeful experiences in language, music, art, drama, storytelling, science and mathematics; notes the view that formal literacy and numeracy should be introduced responsively according to children’s individual development, interests and readiness, rather than imposed uniformly at an early age; notes the belief that the development of a kindergarten stage should include consideration of a more gradual transition into formal academic learning and the implications of a later commencement of formal schooling; acknowledges the view that the precise structure and age range should be informed by evidence, consultation and experience, and that implementation would require proper consideration of workforce capacity, professional development, funding, facilities and outdoor spaces; considers that children, parents and carers, early-years practitioners, teachers, local authorities, researchers and relevant organisations should have a meaningful role in shaping and evaluating the approach, and notes the view that Scotland’s youngest children should receive an education that reflects how they learn and develop, gives them the strongest possible foundations for later attainment and supports their physical, emotional and social wellbeing.