- Education and Science
Should I Send My Child to Preschool? Why It May Do More Harm Than Good
If It Ain't Broke, Don't Fix It!
“If it ain't broke, don't fix it” should have been the slogan for America's preschools but now it's too late. Politicians, bureaucrats, and big business have changed early childhood education permanently by pushing Common Core, academic rigor, standardized testing, and technology. Even though these folks have no knowledge of early childhood education, they're setting an agenda that minimizes play. The days of children hamming-it-up in the dress-up corner, digging in the sandbox, and building forts in the play yard are over. With their demise, our children lose their innocence, imagination, and independence. Yes, our kids may now have reading readiness skills in preschool and know how to count to 50 but at what cost?
Changing Preschool: Follow the Money
It's odd for us who enjoyed an idyllic preschool experience – painting at the easel, riding tricycles in the yard, building with blocks on the rug – to comprehend the push to change any of that. Have you ever talked to anyone who said, “I sure had a dreadful experience in preschool?” The answer is a resounding “no!” Scholars in early child education agree that play is how children learn best and not teacher-directed lessons, workbooks, and paper-pencil tasks. So the obvious question is: Why was there a need to alter preschool when experts, parents, and kids were happy with it?
One only needs to follow the money trail to answer that question. Our federal government has slowly been inserting itself in preschool education for years. Big business – tech companies, test-makers, and developers of “educational” toys and games – have seen dollar signs in the preschool marketplace. They've convinced parents that “earlier is better” when it comes to technology even though there's overwhelming evidence to the contrary. Why does Bill Gates, the Microsoft co-founder, have a louder voice in education today while early childhood scholars such as Nancy Carlsson-Paige and Diane Ravitch get silenced? Ka-ching!
The "Race to Nowhere" Starts Early
Recently my 4-year-old neighbor, Lily, came to my house for a long overdue chat accompanied by milk and cookies. I hadn't seen the precocious little girl for some time because, like so many of her peers, she's over-scheduled with activities up the wazoo and has no downtime for play, creativity, daydreaming, or even cookie breaks with her middle-aged neighbor. In addition to preschool 5 days a week, she attends classes in ballet, tap, gymnastics, soccer and a recent addition – tutoring in reading and math at Kumon Learning Center.
Her parents, wealthy thirty-something professionals, represent today's overly anxious parents who feel compelled to sign up their children for every activity under the sun. If they don't, they fear their youngsters will wind up at the bottom of the heap in school, sports, careers, earnings, relationships, and life. This Race to Nowhere, detailed in the provocative documentary of the same name, is now affecting children at younger and younger ages with harmful consequences such as increased stress levels, higher incidences of aggressive behavior, greater rates of suspensions and expulsions, and, most disturbingly, a rising antipathy for school.
What's Destroying America's Preschools? Common Core, Big Government, and Parental Ignorance
1. Common Core: Making Preschool Less Child-Centered
Common Core – standards to make education uniform across the country – is dramatically changing early learning for the worse. Fortunately, scholars in early childhood education have started a coalition, Defending the Early Years, to combat it. Their mission is to “defend play and playful learning in today's world of over-testing and corporate reforms that devalue the rights of children and the craft of teaching.”
With every good intention in the world, this coalition is David fighting Goliath. The Gates Foundation – led by Microsoft co-founder, Bill Gates, and his wife, Melinda – has already donated over $200 million to promote Common Core. Sadly, the budget at Defending the Early Years is .006% of that. While Mr. Gates is undeniably a leader in the computer world, his knowledge of early learning is sadly lacking. It's a tragic state of affairs when this billionaire is setting educational policy and not scholars who've devoted their entire lives to studying how young children learn.
Despite their lack of funds, the leaders of Defending the Early Years are not backing down -- empowered by passion. They advocate for the rights of young learners and push the following:
Acknowledge that academic rigor has no place in early learning. Naming letters and numbers is superficial compared to the bigger picture of encouraging creativity, imagination, problem solving, critical thinking, emotional intelligence, social skills, and self-regulation.
Acknowledge that teachers are professionals in their classrooms. Don't take away their autonomy -- making them stick to a script designed to get higher test scores. Let them be creative, innovative, and original.
Acknowledge that children in low-income communities who attend government-run programs are being disproportionately hurt by academic rigor, assessment, and teacher-directed learning. While youngsters in wealthier communities continue to enjoy play time, the arts, and child-centered activities, youngsters in government-run schools endure too much testing, sitting still, and rote learning. Unfortunately, these government-run preschools are under the thumb of the government and must show test results to get funded.
Acknowledge the disparity in preschool programs between rich and poor. According to the Department of Education, 8,000 children from public preschools get suspended at least once in a school year (many more than that). A disproportionate number of these youngsters are poor black boys who are reacting adversely (and quite naturally) to a play-deficient environment.
There Is No Evidence to Support Reading Instruction in Preschool and Kindergarten
2. Big Government: Reducing the Role of Teachers
Experts are predicting our nation will soon face a severe teacher shortage, causing school districts to hire people with only an undergraduate degree and not a credential. The federal government has largely created this crisis as they've seized control of educational policy, stripped autonomy from educators, and diminished the role of teachers. Good-hearted people who entered the profession – not to get rich but to help children learn and grow – are now leaving because they're fed up with their new assignments: teaching to the tests, administering tests, and pretending as if test results are the be-all and end-all in defining success.
This is especially true with early childhood educators, forced to ignore what they know about developmentally appropriate practices and to act as if all children are “standard” – that they all develop in the same way and at the same rate. Teachers with integrity know it's hogwash and refuse to play the game. One teacher sums it up for many: “I see kids with eyes glazed who are simply overwhelmed by being constantly asked to perform tasks for which they are not ready to do.”
When knowledgeable educators exit the profession, they leave a void that's filled by inexperienced people who've been indoctrinated by the government's call for academic rigor. They lack an adequate background in early childhood education so they go along with the government's plan that involves too much seat work, too much testing, and too many structured lessons and not enough creativity, play, exploration, and movement. Low income areas are hit the hardest by the influx of inexperienced educators. Programs such as “Teach America” recruit graduates fresh out of college, give them minimal training, and then send them to teach in challenging environments. With inadequate training and limited experience, they often become frustrated and decide teaching is not the profession for them.
3. Parental Ignorance: Little Knowledge of Child Development
Parents today – overwhelmed with jobs, commuting, and technology– seem more than okay with letting the federal government seize control of education (unless they're homeschooling parents, who seem to understand what's at risk). It's their trusting nature combined with utter ignorance about child development that's leading us down a dangerous path where teachers introduce a checklist of discrete skills and not educate the entire person -- body, mind, and soul.
My little neighbor, Lily, has parents who want the best for their child but are clueless about what makes up high quality early learning. They're overly impressed with the phonics worksheets from Kumon that teach sounding out skills, fully convinced that early reading skills transfer into long-range academic success (they don't). It doesn't seem to trouble them that Lily detests these “drill and kill” sheets, that paper-pencil task are highly unsuitable for a 4-year-old, and that there is no research that backs up this kind of instruction. Lily would benefit more by cuddling with her parents in bed, listening to a Dr. Seuss book, and making the connection in her mind that reading equals love, comfort, and safety. Knowing that reading means pleasure is far more important than knowing the letter B makes the buh sound.
Unfortunately, parents are woefully uninformed about the harmful effects of early academic rigor and largely ignorant about the benefits of play. Here is what they need to consider:
Play is how children learn. It enhances language development, social skills , gross and fine motor acquisition, imagination, and creativity. According to renown psychologist, Erik Erikson, children who are play-deprived as young children may become adversely affected in their later learning.
Finland now leads the way as a model for superior schools. Play there is highly esteemed. Formal academics in Finland don't begin until age 7. Seven and eight-year-olds have a half day of academics combined with a half day of play.
Research shows that all people – young and old – should go outside for at least 2 hours each day. The exposure to the outdoors regulates our metabolisms, lifts our moods, and reduces stress.
While play in the US has sharply decreased, anxiety, depression, narcissism, and obesity have sharply increased.
Earlier does not mean better. Readers at age 5 have no learn term benefits over those who learn to read at 6, 7, or even older.
Companies Profit From the Push for Academic Rigor While Children Suffer
Tech companies, text-book publishes, test creators, learning centers such as Kumon – all have a financial stake in promoting academic rigor and running the Race to Nowhere. They have a limited knowledge about how young children learn, and they're motivated by greed. Common Core, Big Government, and anxious parents are leading the way in destroying preschool as we know it and this will lead to many negative consequences in the future. The saddest part is: the experts have warned us and we've chosen to ignore them.
Would you want your child to learn how to read in preschool?
This Eye-Opening Documentary Shows How Academic Rigor Is Stressing Our Children
The "Race to Nowhere" Begins in Preschool and Leads to Depression, Anxiety, and Stress
Have you heard the recent news that suicide (no longer car crashes) is now the number one cause of death among middle-school students in the U.S.? As a parent and teacher who's witnessed the changing academic environment, I'm hardly surprised but greatly saddened. Every parent needs to watch this documentary to find out what we're doing wrong and how to alter it. The “Race to Nowhere” starts in our preschools and kindergartens with less play and more teacher-directed lessons.