For two months in a row, the New York Times has had significant articles about new studies by scientists, education researchers and educators that play time, playing with blocks, drawing, creating, is better for young children in preschool, kindergarten, and even the first and second grade, than what has happened in the last few decades of emphasizing formal education, reading, writing, and arithmetic.
The studies are showing that there is little evidence for benefits of formal education for young children. The studies are showing that formal education may have an opposite effect, slow emotional and cognitive development, cause stress and even diminish children’s desire to learn.
In the newest article, New York Times, June 9, 2015, “Kindergartens Ringing the Bell for Play Inside the Classroom,” the author, Motoko Richjune, states:
“As American classrooms have focused on raising test scores in math and reading, an outgrowth of the federal No Child Left Behind law and interpretations of the new Common Core standards, even the youngest students have been affected, with more formal lessons and less time in sandboxes. But these days, states like Vermont, Minnesota and Washington are again embracing play as a bedrock of kindergarten. . . . . are beginning to train teachers around the state on the importance of so-called purposeful play – when teachers subtly guide children to learning goals through games, art and general fun. Vermont is rolling out new recommendations for kindergarten through third grade that underscore the importance of play. And North Carolina is encouraging teachers to evaluate paintings, scribbles or block-building sessions, instead of giving quizzes, in assessing the reading, math and social skills of kindergartners.”
Kindergarten teachers are quoted in the article as welcoming the return to what kindergarten was meant to be, creativity and socialization. There are some concerns that low income children do not get the stimulation at home and need more directive learning in school, but the formal education model is going out of favor.
Not a moment too soon for this Grandma. Yes, I taught my children to read at age two, as I was a reading teacher. But this was one on one homemade play and fun. There can be teaching of reading, writing and arithmetic, but in play. Doing away with play time is the problem. Adding play back into the day is the best for children who are spending less time out of doors and more time working too hard too early in their lives.
With longevity, these young children are going to live longer than we can imagine. Why rush their childhood!
What is the “newest” to be aware of? Ms. Richjune writes:
“In neighboring, more affluent Anne Arundel County, 321 kindergarten teachers last month attended training sessions on the new curriculum. Required each day: 25 minutes of recess, 20 minutes of movement, 25 minutes in play centers. The district is buying sand or water tables, blocks, play kitchens, easels and art supplies for every classroom that does not have them. Teachers were given tips on how to be more creative in academic lessons, too, like tossing a ball printed with different numbers to teach math. “We don’t think that rigor negates fun and play,” said Patricia J. Saynuk, the coordinator of early-childhood education. Traci Burns, who has taught kindergarten for the last five years at Annapolis Elementary School, said she was looking forward to retrieving previously banished easels. “With the Common Core, this has been pushed and pushed and pushed that kids should be reading, sitting and listening,” she said. “Five-year-olds need to play and color. They need to go out and sing songs.” At Hilltop Elementary, a racially and economically diverse school in Glen Burnie, Melissa Maenner said she had found that teaching kindergartners too many straightforward academic lessons tended to flop. “They are 5,” Ms. Maenner said. “Their attention span is about five minutes.”
At home, remember the length of attention span and vary play. Ask questions of the parents of the grandchildren. Forward the articles and make sure they are informed and can influence the schools the grandchildren attend.
Of course, we grandmas want the best for our grandchildren. It is so interesting that what was considered old and outdated is new again with play as with everything else.
Joy,
Mema
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