Lively Minds: Distinctions between academic versus intellectual goals for young children

LivelyMindsIn the wake of the Common Core academic push down on America’s kindergartners, a new report by Lilian G. Katz argues that excessive and early formal instruction can be damaging to our youngest children in the long term. Today, Defending the Early Years is proud to release Lively Minds: Distinctions between academic versus intellectual goals for young children.

Author Lillian G. Katz, Professor Emerita of Early Childhood Education at the University of Illinois, argues that the common sense notion that “earlier is better” is not supported by longitudinal studies of the effects of different kinds of preschool curriculum models.  Furthermore, her report maintains that a narrow academic curriculum does not recognize the innate inquisitiveness of young children and ultimately fails to address the way they learn.

“Young children enter the classroom with lively minds–with innate intellectual dispositions toward making sense of their own experience, toward reasoning, predicting, analyzing, questioning and learning,” says Dr. Katz.

“But in our attempt to quantify and verify children’s learning, we impose premature formal instruction on kids at the expense of cultivating their true intellectual capabilities – and ultimately their optimal learning.”

While the report concludes that an appropriate curriculum for young children is one that focuses on supporting children’s in-born intellectual dispositions, some basic academic instruction in early years is needed. “Academic skills become necessary for students to understand and report on their own authentic investigations,” explains Katz.  “These skills can then serve as a means to the greater end of fostering and advancing children’s intellectual capabilities.”

Watch and share this video about this new report!

Download and read the full report here: Lively Minds: Distinctions between academic versus intellectual goals for young children

Help us spread the word about the importance of intellectual pursuits for young children using social media!

Consider tweeting:

#CCSS replaces wonder with worksheets, investigation with memorization. Preserve the lively minds of children! https://www.youtube.com/watch?v=e53S8dnh0IM

Premature academic instruction comes at a cost for youngest students @dey_project https://www.youtube.com/watch?v=e53S8dnh0IM #2much2soon

Earlier is not better. The lively minds of children are dulled by mindless bubble filling @dey_project #2much2soon. https://www.youtube.com/watch?v=e53S8dnh0IM

We are rethinking academic vs. intellectual goals. Earlier is not always better. @dey_project #2much2soon https://www.youtube.com/watch?v=e53S8dnh0IM

8 thoughts on “Lively Minds: Distinctions between academic versus intellectual goals for young children

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  7. Four decades of creating classroom math materials and observing students supports all that you stand for. As a textbook author and educational software developer, I’ve watched with dismay the trend toward imparting academic and symbolic knowledge in preschool; and primary-grade classrooms at the expense of play and natural learning. I’ve seen how formal teaching can even inhibit the innate problem-solving abilities in young children. Lately, I’ve been exploring ways to help children improve math fluency by using methods commonly used for teaching second languages in context. I’d be interested to hear what people who believe in the importance of play in learning think about the approach used in Zip and Abby, a free app for preschoolers. A laptop/desktop version is available at http://www.learning-chest.com/za.

    Like

  8. Pingback: Titles and Topics: Emergent Curriculum Projects and Inquiries | Technology Rich Inquiry Based Research

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