The Oxford English Reference Dictionary defines reception, thus:

The act or an instance of receiving or the process of being received.

Therefore the educational term “Reception Class” can in no manner be defined as a repeater or repetition class. A reception class, in the progression of a child from the nursery or foundation stage to the primary, gives the five-year old a better chance to “receive”, though less formally, educational support in a curriculum based on the development of skills through play and day-to-day life experiences. The infant is on the receiving end as the learning experience makes him an emergent literate and numerate individual, above all in the overall development – personal social, physical, emotional, creative.

Why is a Reception Class a must in our educational set-up?

To answer the above question we would do well to ask ourselves: (1) “Where are we now?” (2) “Where do we want to be?”

The present situation in educational levels and standards does not augur for a brighter future. The Lisbon Objectives classify our country last in attainments and achievements. We have the highest dropout student rates in secondary education; the least percentage of 18 year-old continuing education; the least percentage of women in employment.

Furthermore, when the primary level is analysed with regard to Year 6 pupils’ overall participation in Junior Lyceum Exams (vide 2007 Report) it transpires that, in 2007, out of a cohort of 5,190 eligible pupils to be prospective candidates for the JL exams there were only 3,716 applicants (approximately 62 per cent). Now, considering that 2,301 candidates passed, this reflects passes of only 44 per cent of the full cohort group.

In spite of the inception of level descriptors, portfolio assessments and record of achievements, the system still breathes air from a test-pollution zone. There is still too much cramming at every level and an unashamed teaching to the test.

On examining the SEC Examinations Report 2006, one finds that out of a cohort of 5,368 students born in 1990 only 81 per cent of those eligible registered and just 40 per cent obtained the necessary passes for admission to Form VI. Thus there is a high degree of wastage.

Our children’s future

In thinking of our children’s future we must follow the best examples of educational set-ups internationally. It is well worth noting what the eminent Professor Peter Tymms explains “...while attention should, of course be given, to every year of education, more value should be placed on the most sensitive times, the first few years.” (Research Paper presented by Prof. Peter Tymms at The British Educational Research Association Conference)

This brings to mind the educational set-up in Finland that boasts of a drop-out rate as low as 0.3 per cent of the cohort that complete the 9 year long comprehensive curriculum. It is important to quote here an excerpt from The Education All (EFA) 2000 Assessment: Country Reports.

“A national core curriculum was drawn up for 6-year olds that attend pre-school education. The aim of pre-school education is to create a stimulating environment with the inspiring activities that are offered. Therefore a child will be able to develop holistically with others.”

Furthermore The Development of Education Report by the National Board of Education, August 2004 has to be taken into consideration. “The Finnish Education system has been developed to eliminate dead-ends. The level of education has been rising systematically over the past decades. Very rarely do youngsters of compulsory age abandon their education.”

France, for example, since 1970, has had an outstanding record with regard to the development of pre-school education. The French école maternelle caters for infants between the ages of three and six. The reception model labelled Grande Section is similar to Reception class aimed for pupils aged 5-6 who will then progress to the élementaire. And the French Ministry for Education is very proud to state: “Nursery school is the strong point of the French education system and what sets it apart from other systems. It also makes primary schools more effective.” (La France á La Loupe. June 2007)

An invitation

If we want a rosier future for tomorrow’s citizens we need to consider where we actually want our county to be. We have to realise what honestly judged expected outcomes we desire in the learning of our dear ones for the economic future we are to set infront of them. Just ponder on these externalities from education brought to light by Kelvin F. Seifert (Faculty of Education, University of Manitoba) in his research on Nursery and Pre-school Education.

“...well implemented programmes produce significant gains in children’s tested intelligence quotient, achievements and social adjustment as rated by teachers..”

“in the long term ... children from well implemented programmes continue showing gains in school achievement, are significantly less likely to need special attention, and are less likely to engage in anti-social activities.”

Let our children receive the best they deserve!

Carmel Tabone A.Dip.Ed (London), MBA(Leicester) is a retired Education Officer, Primary Education