Module 2: Observing /Interviewing Professionals

For these interviews I observed a 1^st grade classroom, and spoke with a first grade teacher, a librarian, and a principal. As always I promised names of interviewees would remain anonymous.

In regards to the unhealthy balance between academia and the whole child they all had interesting thoughts and ideas.

The school librarian described a system in which books are categorized into different reading levels. This is good in that children are provided levels that meet their literacy needs. On the other hand he points out that not all children fit this mold, and miss the mark. One level up or down doesn’t seem fit their learning level. He agrees that teaching the whole child is important. He touches on learning through play and believes strongly that children’s developmental skills are not just found by practicing phonics, and vocabulary. He likes to change things up a bit using technology in the classroom, and reading games that are interactive. During Literacy time I watched the words come alive to the children as they heard his character voices, watched puppets, and interacted with technology!

The first grade teacher I spoke with also is an advocate for learning through play. She spoke about sending home packets that include games to involve parents in play with their children to enhance learning and development. She feels the play, along with the family involvement is crucial to development unfolding naturally. She also touched on a literacy rich environment being an important aspect of the unfolding of skills.

The school principal I interviewed feels that system is set up to be more academic and a very compartmentalized learning environment. There is a time for learning and a time for play. It is how the system is. Fortunately CPS has been able to extend recess for children to get exercise, and be able to play. It is the teachers that incorporate the two and he is proud of the staff who are creative, thoughtful, and enthusiastic about their students education. They find ways to incorporate the two as best as they can in the classroom using games, technology, and tangible materials. Parent involvement is also a key to teaching the whole child. Social emotional activities at school, which are reinforced at home helps a child grow and develop.

This school gives me such hope. The staff whether a principal, teacher, or administrative all work together and all seem to have the same goal –education of the students. They are on the same page in attempting to teach the whole child, and acknowledge the focus on academia, including standardized testing, and curriculum. These are great focuses, but neglect the rest of the child. They are striving to change this in their school, and in the homes of their students.

 

Module 1: Interviews

One would think that day care preschool programs would not have much in common with the world of academia our children experience once they graduate and head off the grade schools known to them as "big kids school", but as my interviews went on I discovered they celebrate similar triumphs and face similar challenges.

 

The first interview was with a preschool teacher at an early learning school in the area. Just around the corner is a small CPS school where my second interview with a first grade teacher took place. Both have years of experience in Early childhood settings here in the city and abroad, and both have seen the good, bad, and ugly in these settings. They both enjoy their work and go above and beyond their job to supply tools for their classrooms, and ensure optimal learning experiences for their students.

 

With the dust now being settled on the recent teacher strike, I deemed it appropriate to focus on standardized testing.  Both teachers expressed concern for children who are taught with the purpose for testing and for teachers who have to focus on test material. That is, the content taught is focused solely, or mostly for an upcoming standardized test.

 

According to the first grade teacher, students tend to absorb and "spit out" this information quickly, but it isn't long term comprehension. "Students need more hands on time, and time to learn through their environment rather than sitting at desks. My kids are coming from kindergarten and expected to sit and listen to me lecture."-R.P (First grade teacher)Another problem is the teachers are pressured to focus on the material. merit based pay was one of the issues pressuring teachers as they headed for the picket line, but the underlined issue here seemed to be learning methods and environments.

 

Preschool teachers are no strangers to the pressure to teach standards. In their case it is all about bench marks. Teachers are to ensure that each child meets each benchmark and there is proof to show it. Portfolios are built and shown to parents and stored away for next quarter. Children will naturally develop and come to most of these benchmarks on their own, but there are some who need a little help. Teachers focus on individual education plans, and setting up a learning environments conducive to learning to aid in that development. "Any parent, or guardian that has dropped their child off at any preschool program will see cubbies, and toys broken up into "stations". Some will think to themselves that all that child does is play all day. And the thing is, they will be right. I have learned one thing in ten years, play is a child's work." -M.M (Preschool teacher)  The pressure the teachers in preschool seem to be facing comes from a rippled effect of the pressures facing teachers in primary grades. What was once Creative Curriculum, has now become Teaching Strategies. The change isn't a horrible change, but it is definitely academia focused.

 

After the two interviews I began to see a huge underlined issue, and it hit me like a ton of bricks. Something I have been saying for years. The changes I have seen in curriculum, and in day cares all over has been the focus on testing, scoring, assessing. School age children are sitting at desks the majority of the day as soon as they begin school there. Even Infants and toddlers are beginning to have a more structured circle time. I agree with both of my interviewees. These aren't all bad things. The problem is this new focus is on cognitive development/ academia and the rest of the child is neglected! For children to meet these goals, and take these standardized tests to excel they need the social/emotional skills as well.So, for my research paper I want to focus on the unhealthy balance between academia and the whole child. Related topics are learning environments/ methods, learning through play: essential for all ages, and theorists/theories in Early Childhood relating to cognitive and social emotional development.

 

Does anyone have a different opinion about the negative affects of the focus on academics in ECE? If so, explain why. Also, Are there any other related topics I missed?