Last week on the Inside School Research blog at Education Week, Holly Yettick posted the article Study Finds That Kindergarten is Too Easy. Yettick writes: “Kindergarten might be the new 1st grade but it is still too easy. A forthcoming study in the peer-refereed American Educational Research Journal finds that students make bigger gains in reading and math when they learn more advanced content such as adding numbers and matching letters to sounds.”
Not everyone agrees. Here at DEY, we want to highlight a response to the article that was posted by Beverly Falk, Professor of Early Childhood Education at The City College of New York:
“This study, as reported on in this article, seems to ignore the explosion of research coming from neuroscience, developmental psychology, and education about the importance of supporting the development of the whole child – social, emotional, physical development as well as cognitive development – in the early childhood years. Kindergarten is already suffering from the push-down of academics at the expense of active learning and play-based experiences that research confirms is the most appropriate and effective way that young children learn not only academics, but also what are critically important foundations of learning – self-regulation and the dispositions to learn.
“Knowledge of child development and from the practice-based research of teaching young children strongly supports the notion that the best way to prepare young children for optimal development and the ability to handle rigorous academic content is to provide them with rich opportunities to engage their minds, investigate, explore, problem-pose, and problem-solve and have experiences with rich literature, block play, dramatic play, sand/water play, trips, cooking, science investigations, and interdisciplinary projects. Strong social connections/relationships with caring adults and explicit and intentional teaching in the context of such activities is what supports children’s academic growth. Even studies from the field of economics ( James Heckman’s 2013 study of the factors that contributed to the success of attendees of quality early childhood programs) point to the emphasis on social-emotional development (not academic content) as the most meaningful influence on the children who have attained life success as a result of attending a high quality early childhood program.
“Kindergarten should teach the way young children learn – in the context of warm, caring relationships that take into consideration children’s developmental readiness, the riches of their cultural and linguistic backgrounds, and the muti-modal, active nature of young children’s learning. Didactic instruction, rote memorization, worksheets and other paper pencil activities, as well as the use of formal standardized tests do not belong in kindergarten. The primary “work” of kindergarten age children (their developmental tasks) are to make sense of the world through play and active learning. This approach to learning will lay the foundations of understanding, motivation to learn, and self-efficacy that lead to later academic success.”