Not all of the products of nature are nourishing.
The earliest years of education are those which have been reformed the least. In secondary schools, there is a significant and growing movement in favour of strict discipline and formal instruction. Secondary school teachers are subject teachers, so it’s not so hard to convince them that subject knowledge should be foregrounded and children should have to listen to the expert in the room. But teachers of younger children are much less likely to be subject specialists. Primary school and preschool teachers tend to see themselves as teachers of children, not teachers of subjects.
Of course, understood correctly, there’s nothing wrong with considering oneself as a teacher of children. It would be worrying if any teacher did not say this, if we mean by it that we care about those we teach as human beings. It’s stating the obvious.
But when teachers…
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