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?
I think this is a good topic for advocacy and it ties into mine a little bit...One of the people I interviewed, Donna Sudar, stated that she felt that DAP for a young child is lost sight of in the standards. She thinks there should be more efforts through NAEYC in controlling politicians to show that current expectations are out of line with DAP.
ReplyDeleteOh yeah I agree. If naeyc had more control over the standards than the AP would be a priority and every classroom.well daycares benefit from it, the public school system has no motivation to participate or at here to it. How do you think this could be changed? Any ideas?
DeleteAre you familiar with the Common Core Standards? These are only being used in the early elementary grades right now but it is only a matter of time before they are implemented at the preschool level as well. Looking at these standards may help you with your research. I personally feel that standards can be taught in developmentally appropriate ways for preschool children. When I began teaching we used the Creative Curriculum. Two years ago, we transitioned to TeachingStrategiesGold, which is also Creative Curriculum. I believe it is the teacher's job to make the lessons DAP while still helping children meet their standards. That's what teaching is all about. The standards currently placed on preschool children are few. This is nice. With the early elementary grades, the standards become more high-stakes so I can imagine teaching them becomes more difficult.
ReplyDeleteYes I am a bit familiar with the Common Core standards. Thanks for reminding me! I will definitely look into that.
DeleteI do think that this a good subject to focus on. They use Creative Curriculum where i work, even in the school age program where I work, and it is constant paperwork and assessing. I have made the comment that all was do is watch the children and write down on post-its to be transferred or filed later of what the children did. I can get a lot of info. on a post-it note. I also agree that children need more hands on projects in the classroom they learn better that way. Having someone read to them from a book all day is no way to learn and retain the knowledge. Teachers fear hands on projects because of the mess and lack of time, but it is truly better for the child.
ReplyDeleteI wonder if the No Child Left Behind Act is the reason we have so much standardized testing. I would agree that teachers are being forced to teach to the test and the children suffer. Do you think if parents understood that when their children are doing hands-on learning they are retaining what they are learning and in turn will score even higher on their tests?
ReplyDeleteI do believe that many Early Childhood Educators are caught up in paper work and less interactions with children. Yes, children learn through play, but that play needs to be together with guidance and close interaction with the children. I love Creative Curriculum. It allows teachers to really individualize a child and work closely with them and have hands on activities everyday. I'm a Infant/toddler teacher and I do have my 1 or 2 minute circle time. I have seen those minutes increased everyday. We have to be persistence and most important children retain better when repetition is involve. The same thing over and over will bored an adult, but for children is always brand new specially if we can put a twist to it. Great post and great ideas for your subject.
ReplyDeleteJasmine Teaching Strategies is really focus on academics and I have issues with it personally. Some of the items on there is not for all children. I know it is suppose to be age appropriate but some things still seem a bit too much. I know they want us to assess children in every area on there and some I leave blank because the children are not at the point yet. Other teachers say all boxes should have an observation but how can you observe it if the children has yet to reach that point.I do get in trouble for putting not yet.Sometimes I stress my concerns to other staff members and they say usually they make the observations up so they will not get in trouble. How can we assess children accuratley when this is happening?
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