Young children's adjustment to primary school

Abstract

The emphasis on the importance of a stimulating environment for young children is central to a debate currently raging in Britain,about the priority of Nursery Education (Pre-School) on the political agenda. It is claimed that only a quarter of the nation's young children have access to some kind of provision, and a recently published report, (Ball, 1994), summarizes some evidence for the lasting effects of quality pre-school provision including evidence for an improved chance of primary school attainment for socially disadvantaged children. However, the report seems to sbggest that the British Government is reluctant to commit public funding to extended and compulsory pre-school provision, appearing instead to favour relaxing the minimum school entry age, and to admit children to formal schooling at 4 years. There is also support for the less expensive solution of upgrading a diversity of non-compulsory current provision which largely comprises voluntary play groups and private nurseries. The focus of this paper is on the merits of this latter provision for children's adjustment to formal schooling.