Kindergartens and "developmentally appropriate practice"
I'm working on an essay about how kindergartens have changed over the years and I'd love to get your thoughts on good sources for more information, as well as any anecdotes you'd like to share. I'm in search of national statistics or nationally representative observations of what teachers are expected to teach in kindergarten, what their classroom time looks like, how their routines have changed, etc. The Alliance for Childhood report, "The Crisis in the Kindergarten," is on my desk as is the NAEYC's position statement and books by Singer, Hirsh-Pasek and Golinkoff. Any other places I should be focusing my attention? Any words of wisdom as I proceed? Thanks for your help! -Lisa
Replies to This Discussion
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Permalink Reply by Rae Pica on -
The Hurried Child is a classic and invaluable resource. I wish, after 20+ years since the publication of the first edition, that it were no longer relevant; but, sadly, that's not the case. Until it is, more people need to read it -- and then take some small step to improve things!
Cathy Puett Miller said:Do you know the book "The Hurried Child"? It is also excellent and will give you even more resources to look into from the references contained there. Both focus on the importance of play. My two books are a little closer to "being born", coming out in November. They address "appropriate practices" indirectly (one for parents - the Family's Everyday Guide: Reading Readiness 1-2-3 and The Educator's Everyday Guide: Reading Readiness 1-2-3). At least they now have titles. Wish they were out now!
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Permalink Reply by Rae Pica on
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Thank you for your work, Lisa! I feel much better knowing there are people like you out there fighting for what's right for children!
Lisa Guernsey said:Many thanks for the comments. The essay has run as an op-ed on USA TODAY http://blogs.usatoday.com/oped/2009/09/column-kindergarten-need-not...
And I also wrote more extensive about this topic on Early Ed Watch in June. Here's the piece: http://www.newamerica.net/blog/early-ed-watch/2009/some-thoughts-ab...
I'd love to get your feedback. Thanks!
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Permalink Reply by Maryann "Mar." Harman on -
Such a hot button! Its so sad that in NYC, they have taken blocks out of Kindergarten!!!
An important statistic (that I need to check the most recent numbers) that many don't pay attention to is how many children can keep a steady beat. ALL children should enter K with this skill in place but only about 18% do. It's such an easy thing to teach -- march, clap, dance, play an instrument. Finding and keeping a steady beat is related to reading proficiency. About 50% of adults can do it! Proficiency is reading above a 6th grade level.
Our teachers are so worried about reading, writing and math at this age that the building blocks (pun intended) are being left out! Circle games teach cooperation, social interaction and following directions. It is also vestibular stimulation.
In and Out the Windows is spatial temporal reasoning - a skill needed for math. Children need to understand their own bodies in time and space before they can understand numbers.
I have soooo much more to say on this subject. Just let me know if you're interested. There are many experts on this site and we are all so passionate. Let's stay that way!
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Permalink Reply by Gail Multop on -
I like what you said, Cathy, about reading & preschool. Lise Eliot's book, Pink Brain, Blue Brain, has some information on how the brain's evolution included language way earlier than reading/writing communication. It's relatively new brain function, and much more difficult than language.
Cathy Puett Miller said:Lisa,
I expect one of the books you have read from Hirsh-Pasek, et al is "Einstein Didn't Use Flash Cards". It does emphasize the element of play and how important "whole child" development is versus the narrow academic over-emphasis we see so much today. As a literacy consultant, I do know there is a lot of emergent literacy to be developed during the preschool years but not reading. Few people understand the developmental spectrum that is appropriate for young children. I"m actually writing two books - one for teachers and one for parents -- on this subject.
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Permalink Reply by Dan Tetreault on -
Hello Lisa,
Please see the links below. You might find some helpful information there.
http://www.fpg.unc.edu/~firstschool/
http://www.ncreadyschools.org/documents/1PowerofK.pdf
http://www.ncpublicschools.org/docs/curriculum/primaryk2/guide4earl...
With best regards,
Dan
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Permalink Reply by Lisa Guernsey on
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Dan, very helpful. Thanks so much. I've been meaning to dig into how things are going in N.C. -- I'm hearing good things. The First Schools concept is fascinating and I'm excited to see it moving forward.
Dan Tetreault said:Hello Lisa,
Please see the links below. You might find some helpful information there.
http://www.fpg.unc.edu/~firstschool/
http://www.ncreadyschools.org/documents/1PowerofK.pdf
http://www.ncpublicschools.org/docs/curriculum/primaryk2/guide4earl...
With best regards,
Dan
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Permalink Reply by MaryAnn Kohl, art author on -
Join the Yahoo group KinderKorner.
You will find many resources shared by the members.
You just have to ask and they provide. It's a great group
and most of them are wishing they could stop the insanity
of bringing heavier academics into the kindergarten
environment.
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