It can be disheartening to observe a lack of comprehension regarding the challenges faced by contemporary parents, as highlighted by readers like Janice White. White expresses dismay at parents who appear disengaged from their screen-absorbed children in public settings and links this disengagement to the issues raised by the Kindred2 school readiness survey (Letters, 10 March).
As a mother of a four-year-old and a technology ethicist, I am acutely aware of the concerns surrounding screen time and the intricate circumstances in which the 2023 cohort is commencing school. Factors such as limited access to health visitors, the closure of playgrounds and social play areas during the Covid era, the scarcity of affordable childcare juxtaposed with the escalating cost of living, which often forces one parent to sacrifice income or time for social childcare, preschool, or playgroups, and the compromised state of child services due to austerity measures all contribute to the complex landscape of modern parenting.
Following my discharge from the hospital with my newborn, I received minimal support, compounded by the fact that due to lockdowns, my baby did not have a health visitor visit for nearly two years. It is hardly surprising that, as per the Kindred2 survey, “43% of parents hadn’t heard of the concept of school readiness and its correlation with developmental milestones before their child turned 4.”
Moreover, with the added responsibility of working from home while caring for their children due to the scarcity of affordable childcare, parents often find themselves resorting to screen time to facilitate work meetings, moments of focused work, or simply to carve out a brief respite. While most parents acknowledge that excessive screen time is not the ideal method to engage their children, they often feel constrained by circumstances.
Instead of casting aspersions on parents who are navigating these trying circumstances to the best of their abilities, perhaps we should strive to empathize with the challenges they face.
Prof Catherine Flick
Professor of ethics and games technology, Staffordshire University
In a delightful letter penned by Janice White concerning early learning, the issue of teaching methods is brought to light. Drawing from my experience as a trained primary school teacher, I recall teaching our eldest daughter, Linda, to read before her school days began. However, upon visiting the nearest school to enroll her, I discovered they were utilizing the short-lived Initial Teaching Alphabet reading scheme. Despite my explanation that Linda could already read, the headmaster’s response was dismissive, stating, “We don’t have children entering this school who can already read.” Fortunately, the ITA scheme was short-lived, and Linda went on to attain a law degree.
Mary Pickard
Ossett, West Yorkshire
Our collaboration with schools focuses on supporting children who exhibit language and communication skills below their age level. Through our book-sharing initiative, we employ dialogic reading techniques that emphasize using books to stimulate conversations rather than solely for reading instruction. Some books within our program contain no text, encouraging children to expand their language skills by describing the pictures and crafting their narratives.
Initially developed at Reading University, our program has shown promising outcomes in enhancing child language abilities and fostering increased reciprocity in parental interactions, moving beyond mere reading to children. We encourage parents to engage in conversations with their children, spending more quality time with books and dialogue together.
We are currently piloting a brief training program for school support staff who often work with children requiring additional support.
Prof Judy Hutchings
Bangor University
Janice White’s insights are profoundly accurate. Verbal engagement between children and the adults in their lives not only aids in developing their speaking and reading proficiencies but is also crucial in nurturing relationships.
Residing near an infant and primary school, I am disheartened to witness numerous adults, post-school pick-up, engrossed in their phones as they pass by our residence. This crucial post-school period is when children emerge, brimming with excitement or perhaps burdened by distress or worry, needing to express themselves and learn that there are attentive and empathetic listeners around them.
As teenagers, they may become more reticent, responding to inquiries with mere grunts and shrugs. No digital message or casual chat should take precedence over demonstrating to your child during this formative stage that you are attentive and caring.