Sir, Your leading article “School Report” (Sept 10) rightly described the Early Years Foundation Stage (EYFS) as being “steamrollered” by this government, as thousands of preschool children are likely to have their self-esteem “flattened” by this overly prescriptive top-down statutory approach to the early years of childhood.

In my Montessori nursery many milestones are reached by children, at different times and in uniquely individual ways sometimes, if developmentally ready, knowing their letters and writing their names. The “secret of childhood”, as revealed by Maria Montessori and others, is that these milestones are reached when children are free to “unfold” their potentialities.

For the under-5s, learning and development are uniquely “inside out”, not “outside in”. This doesn’t happen by magic, but from supportive and loving environments. Children, like all living beings, are preprogrammed by nature with a drive towards perfection.

Anyone who interrupts that natural process, with blind intrusion and adult-centric goals, is in danger of destroying the handwork of nature with its consequent loss of confidence for the child and a belief that everything needed, comes from adults. So we destroy the strive for autonomy and replace it with dependency on teaching instead of learning.

Beverley Hughes and her department have failed to explore the vociferous concerns about this intrusion, simply responding that they will review the framework in two years.

Disadvantaged children will benefit from an emotionally warm and caring environment, whether at home or in preschool, where they are respected, loved and valued. This should be the main focus for the early years, not goals, not profiles, just freedom to be and to learn in their own time.

Kim Simpson

The Studio Montessori Nursery Centre

Richmond, Surrey

Sir, In referring to this as a British problem you seem wholly unaware of the very different approach adopted in Wales.

The Welsh Assembly Goverment’s Foundation Phase rejects the notions of targets and testing for the very young and invests in a play-based curriculum that has won an unparalled degree of support from teachers, academics, parents and politicians of all hues. Whether the Welsh Government has invested enough in order to secure a solid start for all is a matter of hot debate. The policy principles are not. You should be asking why Westminster ministers continue to ignore the evidence from other parts of the UK before looking for continental comparisons.

Chris Howard

Vice-President, National Association of Headteachers

Haywards Heath, W Sussex

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