K & Preschool Teachers: Last Stand in War on Childhood?

[bronxgirl]

snip.ly/0Akc#https://www.psychologytoday.com/blog/freedom-learn/201507/k-preschool-teachers-last-stand-in-war-childhood

K & Preschool Teachers: Last Stand in War on Childhood?

Kindergarten and preschool teachers everywhere are struggling to preserve play.

Post published by Peter Gray on Jul 08, 2015 in Freedom to Learn

The war against childhood continues. Children are no longer generally free to roam, play, and explore on their own, as they were in the past and are designed by nature to do (here). Parents who allow such play are being arrested (here and here(link is external)). Schools throughout the country have eliminated or greatly curtailed recesses.

The last bastion in the battle to preserve childhood appears to be preschools and kindergartens, where some play still exists. But ground is quickly being lost there, too, despite the efforts of some teachers to hold on.

I have spoken in recent months at several conferences of early childhood educators, mostly preschool and kindergarten teachers. At each, I’ve heard passionate descriptions of struggles to preserve play. They are battling the effects of No Child Left Behind, and now Common Core, which have trickled down from the higher grades to K and preschool. They are battling policy makers who know nothing about childhood, who ignore the piles of research showing the value of play and the long-term harm of early academic training (see here and here), and who and see standardized test scores as the end-all and be-all of education. They are battling administrators, who either have fallen for the pro-testing propaganda or are cynically pretending they believe it in order to preserve their high-salaried positions. They are battling teachers in the grades above, who tell them that their job is to prepare little children for the next stage in school by teaching them to sit still, do worksheets, and suppress their urges to play and explore. They are battling parents, who have come to believe that their 3-, 4-, and 5-year-olds will never get into Harvard if they “just play” in preschool and kindergarten. Sometimes the battle is too hard, so they quit, or worse: they give in and do what they know is wrong. [Note: Early childhood educators as a whole are loving and nonviolent people, so when I say “battle,” I am referring to their attempts at reasoned persuasion.]


Some comments from early childhood educators on my last two posts

In my last two essays in this series (here and here), I summarized some of the evidence and logic behind the claim that the push toward early academic training is actually reducing, not increasing, academic ability in the long run and is damaging children’s social and emotional development. Some of the most passionate comments to those essays came from preschool and kindergarten teachers. Here are quotations from five such commenters:

• I teach kindergarten for 11 more days. What we are doing to the 4-6-year-old kids in this country is absolutely unethical and inappropriate. Any professional educator who truly understands how children develop—academically, cognitively, socially, emotionally—will stand up against the travesty that reformers refer to as "rigor". Kids do NOT need to be reading by the end of kindergarten. (If they can, GREAT!) They do NOT need to be solving paper-and-pencil equations. They do NOT need to be doing "academic" workstations. They DO need to be playing, painting, building, creating, interacting with books, listening to stories, singing songs, taking field trips, playing pretend, exploring, etc. ... I am leaving kindergarten, but I will be fighting for early childhood so that I can eventually go back to kindergarten. But I refuse to be part of something so dangerous to our young children.

• I am a retired preschool teacher. I taught young children for well over 20 years. I was always forced by my employers to push math, and especially writing with 3 year olds. The outcome of that push to academics was rarely successful and produced lots of miserable little people. I always believed that I was doing far more harm than good. I feel refreshed to read about experts who are trying to step out of that discipline of thinking. I hope that soon little ones will be able to go to preschool to play, have fun, and learn in a natural and happy way.

• The system as a whole is broken; it is why I left the profession. Truth is, most school districts, at least the one's I have worked in in America, do not use scientific evidence or best practices to teach kids. They instead use the next fad that comes along, "Common Core" being the latest debacle, from government bureaucracy because it comes with money or grants from the state or federal govt. and then test these kids to death until they hate school, hate learning, and wish nothing more than to get out because the ones that already are disadvantaged never measure up and continuously keep seeing their failures rather than their strengths. Worse, they test these kids in kindergarten, so the cycle of failure and frustration begins at an early age! If we want to change the education system, then it is up to the parents and educators who must stop allowing politicians and book companies, who make a ridiculous amounts of money off these curriculum initiatives, to force these unscientific methods of teaching down the throats of children. Boycott testing, write your representatives, and go to School Board meetings and demand the reversal of early academic testing. It is the only way to bring play back to schools.

• As a preschool and Kindergarten teacher and trainer for over 30 years, I've seen such drastic changes in early childhood education—so many programs have gone from play based to skills based and the kids are losing out. … I've visited K programs where recess is no longer an option because "the kids have so much work to do"!! I've been in classrooms where young students sit at their desks and cry because they can't do the writing the teacher is asking them to do.

It’s not just in the US that this is occurring. Here’s a comment from the UK:

• I have been a primary school teacher (elementary) in the UK for the past 25 years. In that time, I have witnessed swings towards child-initiated learning and then all the way back again to didactic instruction. Our government sends in inspectors to check that we're following the latest dogma. As a result, we have the most tested children in the world. All children in England take a test at age 6 to check their phonics knowledge. Parents are informed if their child fails. Yes, you can be labeled a failure at the age of 6!

Results of a “netnographic” study of the views of kindergarten teachers

The most recent issue of the American Journal of Play includes an interesting article, by Meghan Lynch, describing her netnographic study of kindergarten teachers’ writings about play in the classroom (you can download the article here(link is external)). Netnography is a new variety of ethnography that relies on the analysis of publicly available comments in social media to learn about the views and practices of a group of people. Lynch identified 78 distinct discussions by kindergarten teachers about play and academic training in kindergarten, on seven online teacher message boards, and analyzed them qualitatively. She found that almost all of the teachers agreed about the benefits of play for children and that most expressed concern about the conflict between children’s needs for play and the pressure to restrict play in order to teach academic skills.

Pressures from “the system,” from mandated policies

Many teachers explained that, because of policies mandated by NCLB and Common Core, they have no time for play in their classroom. They reported feeling overwhelmed by the attempts to raise the academic skills of little children who aren’t ready for such skills. Teachers further lamented that there is no time even for traditional activities beyond play-- “no more time for show and tell, no time for holiday and special crafts projects, not enough time for daily music and movement activities, the list goes on.” Some feared that snack time was going to be taken away, because, as one put it, “it takes at least ten minutes and with our new math mandated seventy minutes per day, there just is not time.”

Pressures from principals

The system, of course, funnels its way to teachers by way of superintendents and principals. Lynch found that principals were very frequently mentioned, usually is a negative light, in the discussions she analyzed. For example, one teacher wrote, “My P[rincipal] said, ‘They are not in kindergarten to color and play.’” Another wrote, “My new P was appalled to see housekeeping centers and blocks. I got in trouble because I was completing mandatory individual testing on the sixth day of school and let my kids play with math manipulatives for twenty minutes while I did this.”

Another teacher described how, when she was moved to a new classroom, the principal threw away her entire closet full of play materials, despite the teacher’s protest. Still another wrote about how she had the kids sitting on the floor singing “Farmer in the Dell,” when the superintendent walked in and said, “You are going to stop singing and start teaching, right?”

Those teachers whose principals or superintendents allowed some play in kindergarten spoke of themselves as “lucky” and worried about what would happen if that person were replaced. One, for example, wrote, “I am blessed to have an assistant superintendent of elementary ed with an early-childhood background. She is extremely supportive of developmentally appropriate kindergarten classrooms.”

Pressures from other teachers

Some kindergarten teachers, whose classrooms are located in elementary schools, said they felt looked down upon by the teachers of the higher grades if they allowed their students to play, or sing, or do other nonacademic things. One wrote, “One of our K teachers was made fun of by other teachers because the kids sang too much.” Another wrote, “I will never forget the first-grade teacher telling me that by January our whole day should be spent in our seats doing paper-and-pencil activities to prepare them for first grade.”

Pressures from parents

Yet another source of pressure the kindergarten teachers described are parents. For example, one teacher wrote, “So many preschools build up a lot of hype about how academic they are in an effort to entice parents to send their children to their preschool. They give parents the wrong message. It confuses parents when their children come into kindergarten and they see the kitchen area, blocks. . . . The parents think their children aren’t learning if they aren’t doing paper-and-pencil tasks.”

Fighting the pressures

Many of the teachers described themselves as “battling” their administrators in order to preserve play. They said they were continuing to allow play in their classrooms, even though doing so got them repeatedly into trouble with the school administration. One wrote, as advice to another, “I’ve considered myself a bit of a rebel during all of the foolishness that’s been going on in our state and in our classrooms for the past few years. I hope you will not buckle under the pressure—even though currently it is very scary to ‘buck the system.’ If we don’t stay strong, though, the system is going to beat us down.”

Some reported an end-run approach: To preserve some play they used labels designed to replace the p word with terms that sounded academic. They might retain their old play corner in the room by calling it a “developmental center,” or “work center,” or “active learning center”—anything but play! Along this same line, one special ed teacher managed to retain nap time by relabeling it “Sensory Differentiation Time”!

Before ending, I should note, not all of the teachers in Lynch’s study supported the retention of play. Those teachers become yet another pressure working against those kindergarten teachers who wish to retain play. One teacher wrote that kindergarten teachers who permit play are simply being “lazy.” Of course, the selective process of hiring and firing teachers to fit the horrible guidelines is going to increase the number of anti-play kindergarten teachers over time.

How sad it will be when nobody remembers that children once played.

[bronxgirl]

I'm so grateful that DD was able to go to play based pre-school and kindergarten.

[scribellesam]

I find this trend so incredibly depressing and I'm not sure what I can do about it.

[frlcb]

There are so many ways to learn through play, and without worksheets. A lot of people don't realize this, because we are repeatedly told that test scores are important and kids should be reading by 5 and blah blah. Some kids will read at 4, or 5. Some won't. If boys had more chance to play during school, especially in the younger years, I guarantee we would see a decrease of kids diagnosed with ADD and ADHD. Playing and free time and ability to explore and run is vital to kids. I wish we allowed more of it.

[Deleted]

I wonder now if I shouldn't do workbooks with my kid. She likes them. Based on her experience in preschool. I never force her to do it, she chooses the book.
It has activities to trace letters. (She doesn't do those) and matching things with the letter they start with. Connect the dots.
It's worksheets but play. I think it's a good balance.
Also my friend who teaches kindergarten has even posting on Facebook her son's attempt to write his name every day over The summer (cute idea-one day in chalk, the next in the sand, painted, etc). Is she pushy ? He is going into junior kinder. He is almost 4

[frlcb]

I think there is a big difference between a kid wanting to do things and you forcing them to do it. Forcing them is not playful, doing on their own can be. My daughter looooves pre-k workbooks. She loves coloring and tracing and drawing lines, but I don't care how well she does, what order she does it or how quickly. Nor do I make her. She may do it 3 days in a row and then not again for a month.

[badtzmaru22]

Stuff like this makes me feel better about my kids being at an in home daycare, and my stupid school district's crappy pre-k- like, it's open to anyone, but it's a lottery and not everyone gets in, and then if you get in, it's half days with no transportation, so there's basically no way my kids could ever attend. We can't afford to send them to the fancy daycare centers that are sites for pre-k and have wraparound care.

However, DD is 3 and crazy smart, and my mom is a retired K teacher and has no concerns about her future ability to do just fine without pre-k, but for whatever societal pressured reason, I feel like she needs it, and I'm stressing myself out about it. But over what? My kid's ability to sit still at a desk? It sounds like such a crazy thing to be worried about.

[imojoebunny]

The difference in DD's public school kinder and DS's, they are 3 years apart, was dramatic. DD still had a play kitchen, dress up, and other typical K things, in addition to reading and other "subjects". DS had academic centers, including computer (crap on a stick, and expensive too.). I worked in the room a couple of hours a week. I felt like a few of kids were in completely inappropriate environments for their age/maturity level. Other kids seemed positively over wrought to try to follow all the rules, and some kids just flat out gave up. DS is on the high end of the maturity and academic curve, and even he had a tough time some days. I saw kids cry because they could not follow one more rule or instruction. It's just too much. My DD would have had a nervous breakdown.

[Ashley&Scott]

This is very upsetting, I worry about what it will be like M gets to K.

And it makes me very happy that M's preschool is play based. They have various periods of uninterrupted play built into the schedule. Lots of pretend play, art, singing songs, story time, etc.

[DarcyLongfellow]

This whole situation makes me so sad. I researched preschools a ton, and I loved DD1's preschool, which is play based. I was also very happy that her public kindergarten class had a play kitchen, playdough, blocks, and other toys.

I've struggled a bit over the past year because DD1 (who turned six yesterday and starts first grade in a week and a half) isn't reading yet. She can read some, but not comfortably yet. A ton of kids in her class went to preschools that pride themselves on all pre-K kids leaving the year reading. So last year I got a lot of comments from other parents along the lines of, "oh! She's not reading yet??"

I constantly have to remind myself that the fact that these kids are reading and she isn't has NOTHING to do with intelligence or how they'll do in school as they get older. It really helps me that DD1's kindergarten teacher told me several times that she doesn't care whether the kids are reading when they start kindergarten, and that the age they learn to read is not what determines how well they'll do in school.

[erbear]

I purposely send my kids to a play-based school over some of the "more academic" schools in the area (they are going into Pre-K and 1st grade). I cannot fathom the idea of my 5 year old at a desk in a row, doing worksheets, and getting 30 minutes of recess a day (and taking tests). I'm a teacher. I know the pedagogy and that is BAD FOR KIDS. Yet those in charge don't see/won't see that, and it's depressing.

My kids play all day. Within that play, they are learning to read, do math, work with other kids, resolve conflict, create art, build, discover, explore, question. My older kid could read (and legit read) before kindergarten. Somehow, she absorbed those skills while playing all day and she loves school. I wish other schools would get on board.

I have an admitted bias. I teach at the school and I love it. I teach middle school and I still teach a play-based curriculum 80% of the time. And my kids are academically just fine.

[erbear]

Jul 30, 2015 10:33:26 GMT -5 DarcyLongfellow said:

This whole situation makes me so sad. I researched preschools a ton, and I loved DD1's preschool, which is play based. I was also very happy that her public kindergarten class had a play kitchen, playdough, blocks, and other toys.

I've struggled a bit over the past year because DD1 (who turned six yesterday and starts first grade in a week and a half) isn't reading yet. She can read some, but not comfortably yet. A ton of kids in her class went to preschools that pride themselves on all pre-K kids leaving the year reading. So last year I got a lot of comments from other parents along the lines of, "oh! She's not reading yet??"

I constantly have to remind myself that the fact that these kids are reading and she isn't has NOTHING to do with intelligence or how they'll do in school as they get older. It really helps me that DD1's kindergarten teacher told me several times that she doesn't care whether the kids are reading when they start kindergarten, and that the age they learn to read is not what determines how well they'll do in school.

I teach 8th grade. Some of my best readers now were late readers (1st-2nd grade) according to their parents. No stress!

[hopecounts]

Jul 30, 2015 10:33:26 GMT -5 DarcyLongfellow said:

This whole situation makes me so sad. I researched preschools a ton, and I loved DD1's preschool, which is play based. I was also very happy that her public kindergarten class had a play kitchen, playdough, blocks, and other toys.

I've struggled a bit over the past year because DD1 (who turned six yesterday and starts first grade in a week and a half) isn't reading yet. She can read some, but not comfortably yet. A ton of kids in her class went to preschools that pride themselves on all pre-K kids leaving the year reading. So last year I got a lot of comments from other parents along the lines of, "oh! She's not reading yet??"

I constantly have to remind myself that the fact that these kids are reading and she isn't has NOTHING to do with intelligence or how they'll do in school as they get older. It really helps me that DD1's kindergarten teacher told me several times that she doesn't care whether the kids are reading when they start kindergarten, and that the age they learn to read is not what determines how well they'll do in school.

She is 100% normal. 
there's a reason reading was a 1st grade skill when we were in school. MANY MANY kids will not be ready to learn to read until 7ish.
This happened to my DH's cousin she was struggling with reading and her mom (His aunt) worried I reminded her that 10 yrs ago they wouldn't be doing reading in kindy. 
Sure enough by the second 6 weeks of 1st when she was an almost 7 it clicked, she now loves reading and is doing in language arts at school. She just wasn't ready in kindy.

[frlcb]

Let's also note that thanks to redshirting kids are now, at times, a year older in k and first than they used to be. So yes, a 7 (and even sometimes 8) year old in first should be reading. A 6 year old can still be learning. It's another redshirting downfall.

[CrazyLucky]

I think there must be a happy medium. When I talk to DS about daycare, all he talks about is playing fireman, singing songs, fingerpainting. But he can recognize and write letters and numbers, read a few words, knows all the planets in the solar system. I don't see anything wrong with teaching the kids in daycare. But I absolutely value the free play time as well.

I mostly hear about it from my mom (not MIL, who is awesome) because both DH and I read at age 4. I try to tell her he's normal, but she isn't sure. That's why I love living 8 hours from her.