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the effects of standardized tests on students
effects of standardized testing on students
how play affects child development
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Our current education policy with its extreme focus on standardized testing has single handedly pushed an academic curriculum down into the kindergarten level and violating young children’s right to be children. The majority of kindergarten children today are spending more of their time in teacher directed activities, especially in literacy and math, and a minimal time for activities of their own choice. Teachers are being pressured to follow a prescriptive curriculum that is aligned with standardized test and the heavily didactic instruction is pushing exploratory play out of kindergarten. The notion that play is just a waste of time is compounded by the general assumption that the earlier students begin to grasp the basic elements of reading, such as letter recognition, phonemic awareness and blending , the more likely they will be successful in school. However, findings from many studies and research have proven just the opposite; expert believes that academic pressure in kindergarten contributes to failure, retention, and behavior problems.
Young children by nature are explorer beings and their exploratory play leads to discovery learning that promotes motivation, autonomy, independence and the development of creativity for problem solving skills. Early childhood educators are concerned that a young child’s enquiring mind might be hampered by a curriculum that is rigidly linked to standardized test, and that the learning process experienced by students will be compromised. According to Bruner (1977), learning should serve us in the future and that the knowledge students learned should create skills that can be transfer to later activities.
As it stands right now, the prescriptive curriculum will take students to a place w...
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...y or predatory. Their curiosity and vivid imagination guide them naturally into a world of science and math. Additionally children vocabulary changes while they are at play. The rich interactions between peers deepen their understanding with one another; they debate, negotiate, compromise and learn about collaboration while expanding their vocabularies. As the children get older they will revisit the same play but with different “eyes” and deeper understanding about the subject at hand. As their comprehension about a concept begins to strengthen the learning spiral begin to widen. The curriculum should focus on the development of understanding, not on the rote memorization of formulas. As Bruner stated (1977), a spiral curriculum is a curriculum in which learners repeat the study of a subject at different grade levels, gradually more difficult and in greater depth.
Leong was featured in the May 2003 issue of the NAEYC’s Young Children. The article explores the conflict between children's play and meeting academic standards; more frequently, teachers are forced to limit playtime in order to teach essential skills to students; however because of limited imaginary play, increased academic demands of young children, and more realistic toys, children are almost unable to imagine. Although play has been proven to benefit children’s cognitive and social development, administrators do not consider it to be an important aspect of young children’s education. Because of this, preschool and kindergarten teachers are put in a challenging predicament; in order to compensate for children’s lack of play, teachers would need to prioritize play development at the level in which they prioritize phonics awareness and fine motor skills development. Although it is difficult to do, it is not impossible to incorporate play into the curriculum. Teachers can facilitate mature play by providing multi purpose props, encouraging children to create their own props, and allowing time for children to plan their roles and scenarios for dramatic play. In addition to play helping children develop foundational skills and concepts necessary to master math and reading, it has been shown to increase classroom cooperation, the effectiveness of instructional time, and the number of friendships developed in the
Wood, E. Attfield, J. (1996) Play learning and the early childhood curriculum. London: Paul Chapman.
Early childhood teachers often say that “play is a child’s work” while some parents ask ‘Did my child just play all day?’” (Rice 1). Many people do not realise how important play is and what role it plays in the development of their children. Teachers provide opportunities for children to have spontaneous, unstructured child-initiated play experiences by providing stimulating materials to “enhance and entice children into play” (Rice 2). These materials include loose parts and are open-ended and spark creativity by providing children opportunities to think, plan, and carry out their play (Rice 2). Limited learning may take place if teachers do not make play easier and maximize the benefits (Rice 2). Teacher support is also a necessary component
Early childhood education, although constantly evolving, was actually established and practiced as early on as the times of Ancient Greece and Rome. The foundation that early childhood education is based upon is to instill in children the skills needed to succeed later on in life, while making sure young children enjoy their time in schooling. Throughout chapter 3 in the textbook Who Am I in the Lives of Children, the reader is capable of evaluating just how greatly the methods for teaching today’s youth have evolved and changed for the better.
Preschool education, according to Magnuson, Meyers, Ruhm and Waldfogel (2004), refers to an education program provided by kindergartens and child care centres, which is offered during the earliest years of childhood at age of 2-6, ending upon the entry of primary school. Most of the parents in the society may think that the early childhood education program can enhance the learners’ academic performance such as reading and writing abilities while others may oppose it believing early education scheme may discourage the mental development of children in different areas like cognitive development, emotional and behavior controls (Barnett, 2008). Despite the improvements of the language proficiency, the mental development may be more important than the results in school since the psychological growth may affect the whole life of the learners. A learner may be harmed from the drawbacks such as weakened on the cognitive development like creativity and imagination on receiving early education plan. This essay aims to investigate the drawbacks of preschool education scheme by analyzing preschool education and moving on to mention the advantages and disadvantages such as literature capabilities and mental maturity respectively. This essay will end with a short conclusion that preschool education may bring negative consequences to the early learners.
From a child’s first smile to the first words spoken you can literally witness the wheels of intellect turning within a child’s mind. For instance, one way to provide a child with a strong base for learning could be spending time with them in the formidable first few years, reading to them and playing various coordination type games that will later become vital in their comprehension and development allowing children to make the connection that learning can be enjoyable. Preschools continue to be a tremendous cornerstone for learning and they are ever more prevalent in today’s society offering children a strong foundation to build upon as they go about their educational journey. In an article from the Australian Journal of Language and Literacy Lewis-Spector (2016) describes the five dimensions to preparing a student for success, and also how to thrive as a contributing member of society. The five dimensions consist of attitude, knowledge, intentions, skills and values (p. 86). This article exposes the need to ignite critical thinking about how the nation can grow and develop needed curriculums that will enhance literacy and critical thinking skills from early childhood through high school age and beyond. Haveman & Smeeding (2006)
..., J., & Garzoli, E. (2007, November 11). The Effectiveness of a Play-Based Curriculum in Early Childhood Education. Retrieved from http://teachplaybasedlearning.com/8.html
Thinking back on my childhood, I first remember all the times I played outside in my backyard. I would pretend to dig up dinosaur bones or create imaginary realms of ancient lands; there I would perform diplomatic services for the people in need. I was usually alone, and those are some of my fondest memories. When I first decided to become a teacher and thought about what is important to my philosophy on how children learn, I immediately knew I was a strong believer in play. Although, many decision makers such as legislators and school district leaders believe in more academic types of learning styles, my paper will discuss why play is so powerful and important to children.
Dr. Seuss wrote, “You’re off to great places. Today is your day. Your mountain is waiting. So get on your Way”. The role of the early childhood educator, while rewarding, can sometimes feel as is you are climbing a mountain. Educators have to consider how to implement curriculum, instruction, management, and technology in the classroom. Educators also have to provide an environment where all children feel safe and nurtured. When creating a course of action, educators have to consider their role as well as the role of the student, parent, and community.
When reviewing the literature regarding the past, present and future of educational curriculum, several main points seem apparent, namely that curriculum is cyclical, that a dilemma or paradox exists, and that curriculum must be looked at with a sensitive view.
What separates a good teacher from a great Teacher? “First and foremost a teacher must love working with children. No matter how well you teach, there is always room for Improvement ” (Killen,2009.p.100) .In this Essay I hope to show some of the key attributes, that I consider essential to becoming an effective early childhood teacher. Those key aspects are communication, building lasting relationships, engaging students effectively in the learning process, and encouraging and appreciating diversity in the classroom.
Curriculum is the organized framework that explains the content that children are to learn, the processes through which children achieve the identified curricular goals, what teachers do to help children achieve these goals and the context in which teaching and learning occur. The best curriculum for early childhood teacher is developmentally appropriate curriculum that allows teachers to set-up an effective learning environment for children.
The modern early childhood curriculum refers to the experiences gathered throughout a child’s infancy and beyond. It incorporates everyday interactions with family members within a wide spectrum of environments. Such interactions can be spontaneous or structured however, it is important that they are established within a supportive, safe and nurturing setting in order for the child to flourish in terms of their mental and physical ability ( O’Hagen,and Smith (1998). We refer to such a curriculum as Child centered as equal emphasis must be made on the child’s learning through out infancy as it is within a formal education setting.
Linda, M. & Linda, P. (2011). Theories and approaches to learning in the early years.
The ability for children to discover is innate. From birth children discover all sorts of different things about the world around them. It has even been said that "babies are as good at discovery as the smartest adult" (Gopnik, 2005). Discovering is the natural way that children learn. By interacting with the world around them, they ar...