Change Kindergarten-Not the Age Cut Off
May 31, 2011 · Posted in Education, K-5 Kids, Parenting, Preschoolers, Pressure on Children · Permalink

In many states children can start kindergarten as young as four years old. A New York Times article recently reported on the challenges for these kids in, Too young For Kindergarten? Tide Turning Against 4-Year Olds. The article highlights teachers that advocate for an age cut off that would prevent 4-year olds from starting kindergarten.

“They struggled because they’re not developmentally ready,” said Ms. Ferrantino, 26, who teaches in Hartford. “It is such a long day and so draining, they have a hard time holding it together.”

Advocates of lower income children worry, rightly so, that these children, who benefit from an early start at school, will be cut out of public education for a year, while wealthier families will be able to pay for another year of preschool.

Nowhere in the article, did anyone advocate for changing kindergarten back to a play based, non-academic setting where children can socialize and learn in a developmentally appropriate manner.

A letter to the editor in the NYT a few weeks back that hit the nail on the head of our inability to see the backward thinking of our current educational ethos popped into my head.

To the Editor:

In your May 15 issue, I could not help but link Richard Arum and Josipa Roksa’s Op-Ed article, “Your So-Called Education,” to the Sunday Styles article “Fast-Tracking to Kindergarten.” Mr. Arum and Ms. Roksa lament that college students do not improve their writing and reasoning skills while in school. Their answer: increase the time students spend studying and ratchet up the reading and writing assignments.

Then consider the pained and puzzled look on the face of a 3-year-old girl in the “Fast-Tracking” article as she struggles to match round orange letter discs with letters splayed across a cardboard sheet before her. Research shows that she will not gain much from her intense preschool efforts. Less formal education and more time playing are better solutions.

It appears, then, that we are paying big money to educate our youth but failing at both ends of the pipeline and for opposite reasons. Our college students are not dedicating enough time to studying, and our early learners are spending too much time in formal academic tutoring.

But, here’s the point: It’s not the amount of time that counts, but how we use it.

KAREN GROSS

President, Southern Vermont College, Bennington, Vt., May 15, 2011

Couldn’t have said it better!

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