Children: Parenting for Success in School

Baroness Benjamin Excerpts

Thursday 3rd February 2011 Lords Chamber

[Baroness Benjamin]

My Lords, in my maiden speech last October, I mentioned that my mission in life is to put the well-being of children at the heart of society’s consciousness, so I should like to thank the noble Lord for securing this debate, as it focuses on children’s well-being. I also take this opportunity to congratulate all the new Members on their excellent maiden speeches, which highlighted their vision for the well-being of children.

Recent research by the University of York—the Child Well-being Index—showed that, of 29 European countries, the UK was ranked 24th. What a sad indictment that is of our country. I believe that we must strive harder than ever to unlock and unleash the creative potential in the minds of our children and teach them to use it to heal our wounded world. We must prepare our children to think outside the box—differently and creatively—to develop an analytic mind and the ability to express themselves without inhibition.

Childhood lasts a lifetime and children’s future achievements are often decided at birth, as well as through how they are brought up and where they are educated, plus the unconditional love and support that they receive not just from their family but from society. They are our responsibility. We need to excite and feed their imagination in order for them to grow into well rounded human beings. Education is their passport to life. I believe that the best way for young children to learn is through fun and play during those early foundation years, thus stimulating their creative thinking. That includes learning through positive visual and audio stimulation.

For many years I have campaigned for high-quality pre-school children’s television and radio programmes, which at their best can serve as a powerful tool to help parents from all backgrounds to learn how to develop educational and stimulating techniques to use when interacting with their children. It also allows them to watch and listen with their young children, who can use the content as a platform from which they can begin to explore the world and all its wonders.

I do not refer to programmes that encourage passive viewing and are used as surrogate parents or babysitters. Programmes like these should be banned, especially if the television sets are in children’s bedrooms. In fact, I would ban all television and computers in their bedrooms. I am referring to quality not quantity—wholesome, educational, entertaining programmes that open a window on the world and take young minds on an adventure to explore not just their environment but other cultures, too. Yet only 1 per cent of new television programmes are made in the UK and the production of such vital programmes remains under threat. That is something about which we should all be concerned, as children are exposed more and more to programmes that subtract from rather than add to their overall well-being.

I spent many of my early years in the Caribbean with no television, so the art of play was second nature to my parents. Singing songs, reciting poems, listening to stories, dressing up and playing characters from books was a bedtime ritual, which taught us how to communicate to the world. Today, unfortunately, we are living in a different world. Increased working hours, the breakdown of the extended family network and stretched personal financial situations mean that many parents do not have as much time to spend with their children as they would like.

However, high-quality television and radio can be an ally, allowing parents to let their children watch and listen safe in the knowledge that they are benefiting from the content. “Play School”, a programme which I will always be associated with and which I adored being part of, ended two decades ago. It was loved by millions of children and is still remembered fondly. I believe that it was because the producer put children’s well-being at the heart of the programme. It was a sort of mini “South Bank Show” with storytelling, dance, art, songs, mime, music and, of course, the windows that provided a portal to the wider world through which children could expand their knowledge.

Appropriate children’s television is beneficial to childhood development. It can improve attention, expressive language, comprehension, articulation and general knowledge, as well as social interaction and life skills. I urge the Government and broadcasters to wake up to the crisis in the production of quality public service broadcasting for children. I also ask the Government to find creative ways in which to secure funding to maintain the tradition of well made British pre-school programmes that contain all the necessary and essential elements required for our children’s well-being. Children may not inherit all our talents, but they certainly will absorb all our influences, so let us teach them well in order for them to lead the way in the future and to have the confidence, morality and integrity to do so.