Letters: Early school start is an adverse childhood experience

Mr Swinney states that the Scottish Government is determined to do everything possible to “prevent adverse childhood experiences in the first place, and where they do happen, to reduce their negative impact”.

In UN and Scottish policy documents “the early years” are defined as the period between birth and eight years of age, described by Unesco as “a time of remarkable growth with brain development at its peak [during which] children are highly influenced by the environment and the people that surround them”. There is now a great deal of medical and neuroscientific research showing that children in this age group benefit from positive, supportive relationships with adults and plenty of opportunities for active, self-directed play, as often as possible outdoors.

All European countries except those in the UK therefore provide relationship-centred, play-based kindergarten education until children are at least six.

There is, in fact, international evidence that a too-early start on schooling (with an emphasis on literacy and numeracy skills) is an ACE. Long-term studies have shown that, like the other ACEs mentioned above, formal education before the age of six correlates with poorer overall educational success, problems during mid-life with health and relationships, and early mortality. This is why Upstart Scotland is campaigning for the introduction of a Nordic-style kindergarten stage for children aged three to seven.

We therefore urge Mr Swinney to look at the recent evidence about early-years education, reverse the Scottish Government’s decision to test children in literacy and numeracy skills at the age of five, and introduce a relationship-centred, play-based kindergarten stage with plenty of opportunities for children to learn and play outdoors.

Sue Palmer
Chair, Upstart Scotland

I AM delighted to see your “campaign” calling on readers to order their copy of The National from their newsagents in a bid to counter attempts by some outlets to deliberately hide copies from view and then claim “there’s no demand for it.”

This is a deliberate attempt by pro-Union supporters to censor what nearly half of Scotland thinks, is an affront to democracy and free speech, and testifies to the fact that there’s not much positive to say about the Union in Scotland. If there was, Unionists would not have to rely on their stock-in-trade tactics of distortion, censorship and bias.

However, I do not fully agree with The National when you claim there’s not much that can be done about it.

I myself have written to the chief executive of the Co-op in Manchester objecting to this censorship by his staff, who clearly do not want their customers to be able to read anything other than Unionist media. I also approached the manager of my local Co-op.

If every National reader were to write to all the major retailers who indulge in this practice, potentially their mailboxes will be overloaded.

Peter Jeal
Dalbeattie

I WRITE to congratulate Donald Anderson of Glasgow (Letters, March 27). His letter should be a wake-up call for all of us, and especially those who have power and influence over education.

Until our own history is taught at school, instead of one watered down and anglicised, independence will remain a pipe dream. If you wish to control a country, remove its language customs and religious practices and rewrite its history. I am sad to say the last 300 years has gone a long way to achieve this.

As a long-time supporter of independence and SNP member, I feel we are getting further away from our goal unless we promote our own history – warts and all – within our education system.

I remember my school days, and Scottish history was hardly mentioned. It was only my personal search for truth that enlightened me as to our own story.

Bryan Auchterlonie
Perth