Early learning in the balance: priming the first ABC

When a child enters formal school (in the UK in the school year in which they become five), it is often assumed that he/she will be able to sit still, pay attention, hold a writing implement and get his/her eyes to make the movements necessary to follow along a line of print. In fact, primary school inspection reports often comment, fairly briefly, about the under-fives and many include the statement ‘Most of the children can hold a pencil correctly’ (David and Nurse, 1999), indicating this expectation. Many children acquire these skills without difficulty; others do take longer and enter the school system at a definite disadvantage in terms of their physical and neurological development. These children run the risk of later specific learning difficulties, not because they lack intelligence, but because the basic systems fundamental to learning are not fully in place at the time they start school. Attention, balance and coordination are the primary ABC upon which all later learning depends.