Where did we lose sight of the understanding and deep, gut-level-knowing that kids need to play? Why are kindergarten teachers now being coerced into having their students reading on levels where once second graders were expected to be?
Where I live, public school teachers are being asked to hold off on teaching certain math concepts to elementary students because they have realized that, for example, six year olds are not developmentally ready to follow a recipe with measuring cups and make change.
That’s a start. In fact, when I heard this I was shocked that the Powers That Be actually had the sense to suggest this. Why then, are these same teachers still having to push their students, especially in reading and language?
Here’s an excerpt from a blog entry I came across that really resonates with me.
Now the experts seem to believe that if we start teaching children to read and write sooner, they are getting an early start in learning and that this is a good thing. But wouldn’t it be better to use a child’s natural desire to understand his world by taking him outside and learning the names of the various trees, flowers, animals, birds, insects, and other creatures that he sees? Then the teacher could also tell stories that the sights suggest, perhaps in answer to the questions children ask: What makes a flower? Why do leaves change color? Why do leaves fall off the trees? Why is the sky blue? What is a cloud made of? Where does snow come from? This is a great time to build vocabulary and do hands-on science demonstrations or experiments that will lay the foundation for more formal science instruction later.
Amen! And aren’t you glad that you can choose to follow your child yourself and introduce concepts when you are both ready?
