ABSTRACT
This photo shows a group of children, aged five and six, carrying out an experiment. They are all engaged and interested and, if we could scan their brains at this moment, we would see new synapses forming. These children are independent, curious, energetic, enthusiastic, happy, creative, confident and resilient. They are taking risks, interacting, collaborating, persevering and solving problems. If you ask any teacher what characteristics support learning, they would list just these attributes and behaviours. These children love learning, just as they did when they were born, just as they did in nursery and in Reception. No one has told them to do this experiment, they have chosen to do it because it interests them. This self-motivation is a powerful driver and yet, in most schools, it is being overlooked. In most schools, the children in Year One are controlled and directed by adults, with numerous rewards and sanctions in place to achieve compliance. The children in this photo are not expecting any reward for doing this activity, nor would there be any sanction if they chose not to do it. They have the freedom to learn about whatever interests them and through whatever vehicle they choose. We know that the interest will deliver engagement and then the children will challenge and push themselves further than if we dictate the content. The best education is one that teaches children how to learn. Content-driven education systems teach children to do as they are told.
