Download Crisis in the Kindergarten: Why Children Need to Play in by Edward Miller, Joan Almon PDF

By Edward Miller, Joan Almon

Obstacle within the Kindergarten comprises new learn exhibiting that many kindergartens spend 2 to three hours according to day educating and checking out young ones in literacy and math with basically half-hour according to day or much less for play. In a few kindergartens there is not any playtime in any respect. an identical didactic, test-driven procedure is coming into preschools. yet those tools, which aren't good grounded in examine, should not yielding long term profits. in the meantime, behavioral difficulties and preschool expulsion, particularly for boys, are hovering. The destructive implications of the present ways to early schooling are large and the wanted alterations can merely be entire while mom and dad, educators, college directors and coverage makers are trained and take motion jointly.

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Extra info for Crisis in the Kindergarten: Why Children Need to Play in School

Sample text

It followed preschool children until age 23. Similar research by Rebecca Marcon 20 followed preschool children until fourth grade. Both found that classrooms rich with child-initiated activity, including play, were considerably more effective for children from low-income backgrounds than didactic education. Unfortunately, most of the research on this question looks at results only through kindergarten, first, or second grade. This is a grave flaw, because the High/Scope and Marcon studies strongly suggest that the benefits of play-based early education become visible only after several years.

24 NELP looked at about 500 studies (having disqualified roughly 7,500 that did not meet its criteria) that examined a variety of discrete, measurable skills. It did not review the effects of providing a language-rich environment. Such environments are often full of child-initiated play and learning, but their effects are harder to measure than those of narrow skills-based approaches. The panel also eliminated all qualitative studies from consideration. Yet qualitative studies, such as the Sarah Lawrence research described in this report, often shed light on subtle but crucial aspects of education issues.

There will always be children who become skilled readers and writers in preschool or kindergarten, but they are in the minority. Their early development should not set the standard for all children. Many kindergartners show little or no interest in reading but arrive at first grade ready and eager to begin mastering written language. When policymakers and educators now speak of “school readiness” they mean readiness for kindergarten, not first grade. But the Bank Street College guidelines tell us that it is not until first grade that children generally move from being emergent readers to early readers.

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