Confirmation bias in the reception year classroom

The Quirky Teacher

In publishing a couple of blogs disputing what is considered best practice, firstly regarding the psychology of young disadvantaged males, and secondly regarding the application of CLT to the reception year experience, I’ve had a lot of push back (as expected) and some of this has been along the following lines:

  • EYFS is great if you do it right
  • In our setting, all disadvantaged children catch up by year 1 – this is because we do EYFS right
  • Young children’s brains are different, therefore EYFS is great
  • Prove it! You’re theorising, but fail to give me real evidence, therefore EYFS is great

It seems to me that whatever I say, whatever appeal to logic (such as the proportion of time Harry spends choosing, as opposed to learning relative to Hermione), people are extremely keen to defend and promote the status quo. Perhaps the problem that EYFS reception year faces is 

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