Sir, We write with reference to the story (Nov 30) outlining concerns about introducing formal teaching with children from birth to 5.

The problem does not lie with the “Early Years Foundation Stage” (EYFS Framework). The framework, and indeed the Minister for Children and Young People, Beverley Hughes, constantly emphasises the importance of play and informal learning in the first five years. The problem is that this framework is experiencing pressure from the widespread misunderstanding that phonics teaching must take the central place in work with young children. This is especially so in reception classes full of four-year-olds.

The phonics programmes being introduced (some of them commercial, but including the Government’s own “Letters and Sounds”) are not mandatory. It is this that is causing the problem. The phonics aspects of the EYFS represent only 1 per cent of that framework. The EYFS goals are idealistic and aspirational, and are not requirements — as informed Froebelians, Steinerians and Montessorians and teachers in reception classes are aware.

Rather than attacking the Early Years Foundation Stage, which can be an excellent protection for young children from formal approaches and inappropriately early formal teaching, it is important to embrace it, and to argue for taking this upwards until the end of Key Stage 1. It encourages communication, language, narrative, story, song, movement and dance, rhythm and rhyme. But it needs to do so in a rigorous and informed way (by teachers and other practitioners who have both child development and subject knowledge). It is no good just singing and having a good time. The EYFS requires a highly trained workforce, which includes teachers.

Professor Tina Bruce
Roehampton University

Dame Gillian Pugh
Institute of Education

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