Children starting school are exhibiting concerning trends, unable to climb stairs and using Americanisms, with teachers attributing these issues to excessive screen time, as reported by Wales Online. According to teachers, some school-age children lack proper muscle development due to prolonged screen exposure, while many are still not potty trained upon starting reception classes. These findings are based on a survey conducted among educators in Wales and England that highlights a decline in school readiness among reception-age children. Despite the ongoing impact of the pandemic, teachers suggest that social effects no longer excuse these readiness challenges.
In response to the situation, some local authorities are taking action. For instance, in Blaenau Gwent, parents have been informed that they must come in to change their children’s nappies if they are not toilet trained when starting school. This move signals a shift away from attributing delayed milestones solely to the pandemic, with teachers expressing a need for parental responsibility in addressing these issues. The impact of insufficient muscle development, poor motor skills, and the adoption of American language variations by young pupils is also becoming evident in classrooms.
A recent survey by research group Savanta, in collaboration with early years charity Kindred, revealed alarming insights. Nearly half of the teachers polled in Wales and England reported a further decrease in school readiness over the past year. The survey highlighted that some children lack basic motor skills and exhibit underdeveloped muscles, possibly due to excessive screen time. Struggles with coordination, delayed physical abilities, and the adoption of online language mannerisms were among the concerns raised by teachers.
While acknowledging the role of lockdown restrictions in exacerbating these challenges, educators stress the importance of parental engagement and support. The survey indicated discrepancies between parental perceptions and teachers’ assessments of school readiness. While most parents believed their children were prepared for school, teachers expressed concerns over children’s proficiency in fundamental skills like using books and toilet training. The impact of the cost of living crisis on school readiness was also a significant worry for over 80% of teachers surveyed.
Notably, teachers highlighted that parents’ busy schedules and limited quality time with children hinder the development of essential interaction and play skills. Tiffnie Harris from the Association of School and College Leaders emphasised the struggles faced by parents amid financial pressures and a lack of support. In response to the new regulations in Blaenau Gwent, Laura Doel, the NAHT Cymru national secretary, underscored the importance of ensuring all children receive the necessary support, particularly those with additional needs. Collaborative efforts with local authorities are underway to address these challenges effectively.
The evolving landscape of school readiness underscores the complex interplay between screen time, parental involvement, and societal factors. As educators strive to meet the diverse needs of students, the call for a holistic approach involving families, communities, and educational institutions becomes increasingly critical. With ongoing concerns about children’s physical and cognitive development, a concerted effort to address these issues is imperative to foster a more resilient and prepared generation.