Universal Preschool News
In this section, you'll find editorials, legislation, public policy and trends
on issues relating to preschool, pre-kindergarten, childcare and the push toward
universal preschool education. Particularly of note are articles concerning the
states claim of a compelling interest in compulsory preschool education. Visit
often for the latest preschool news.
Let children be children | Is your 5-year-old stressed out because so much is expected?
We've just finished test time again in the schools of California. The mad frenzy of testing infects everyone from second grade through high school.
For 30 years as a teacher of primary kids, I have operated on the Any Fool Can See principle. And any fool can see that the spread between what is developmentally appropriate for 7- and 8-year-old children and what is demanded of them on these tests is widening. A lot of what used to be in the first-grade curriculum is now taught in kindergarten. Is your 5-year-old stressed out? Perhaps this is why.
June 13, 2007
[More Results from San Francisco Chronicle (CA)]
Redshirting: A "Moving" Experience
The question about whether a child should begin kindergarten when he or she reaches the prescribed age for school entry has "readiness" written all over it.
And as we all know, "readiness" is not something that can be easily measured. What variables need to be considered when we think about readiness for? Ask any child who has had to repeat a grade how they feel about having been "left back" and you'll quickly realize how serious a decision this is for parents and educators to make. An early study asked young students to rate a series of stressful events, and being left back ranked third, immediately following "going blind" and "losing a parent." Point made!
August 18, 2006
[More Results from National Center for Learning Disabilities]
World Congress of Families II
"The learning tools -- vision, hearing, cognition, nervous system-- of
average children who enroll at today's early ages are not tempered for structured academic tasks.
Students lose physical and mental health from 1) uncertainty from leaving the family nest, 2) bafflement from social pressures and restrictions, 3) frustration from pressure to use their unready "learning tools" which can't handle the regimentation and routine of formal lessons, 4) hyperactivity growing out of tattered nerves warring against rigid studies, 5) failure which flows from the episodes above, 6) delinquency which is failure's twin, and 7) a sense of family lost, often including suicide.
April 11, 2005
[More Results from The Howard Center for Family, Religion & Society]
Commentary on Baby Ed
As a pediatrician, a mother of three, and a long-time researcher of children's issues, I must respectfully, but vehemently disagree with Mr. Rolnick and your editorial about the value of early childhood programs.
Scholars debate the social gains of the programs Mr. Rolnick praises as "fall[ing] short of statistical significance," and even if they are significant, require so much in the way of funding and personnel, that they could not realistically be reproduced on a massive scale.
October 21, 2003
[More Results from Ed Watch]
Do Pre-K Center Care Programs Work?
A number of states have initiated, or are in the process of initiating, free pre-K center care programs for children from low-income families.
In the case of Smart Start and Kid Stuff, the states estimate that when fully implemented, these programs will cost in excess of $300 million per year.
During the past 40 years there have been five large-scale trials conducted to investigate the relationship between pre-K and developmental outcomes in children. We will examine each of these studies to see if they support the claim that high quality pre-K contributes to the intellectual, academic, and behavioral development of children.
August 1, 2003
[More Results from Eagle Forum]
Much Too Early!
Realistic developmental needs in early childhood education and preschool, discussed by Professor of Child Development, Dr. David Elkind.
In one sentence, Froebel, father of the kindergarten, expressed the essence of early-childhood education. Children are not born knowing the difference between red and green, sweet and sour, rough and smooth, cold and hot, or any number of physical sensations. The natural world is the infant's and young child's first curriculum, and it can only be learned by direct interaction with things.
February 5, 2001
[More Results from Best Homeschooling.org]