A commitment to the "whole child" does not need as assessment. A child's development is as individual as the child, and as long as major milestones have been met, the rest is truly not relevant. I want to reference a video I watched about preschool in Sweden. There is no formal curriculum. There is a continuum of care and children are encouraged to play. Our western culture would frown upon such things, but Sweden has no intention of changing what is working and has been for years. Mandatory school age is seven, and that is the child's first venture into formal education. Statistically, by the age of ten, they have some of the highest reading scores in Europe. Is it because there was no pressure to learn before they were ready to?
The children stay together in a group (1-6) for their entire time in preschool. The younger ones learning from the older ones and the older ones being entrusted to do as much as they can. They help with meal times, cleaning, and caring for the younger members of their class. The teacher is truly a facilitator encouraging their independence. They seem to function much as members of a family would. The children develop confidence in their own abilities. They spend approximately 1/2 the day outside, regardless of the weather. They are dressed appropriately and become quickly acclimated to the weather.
The additional comments I would make are in reference to why our western culture wants three and four year olds to become "little adults". Perhaps we should look at other cultures who allow their children to be children before they are "forced" into formal education. Seven seems like the proper age. The NAEYC claims a child is not ready to track letters on paper until between the ages of six and eight.
Reference:
How the do it in Sweden(video, 2011), Retrieved April 1, 2012 from the World Wide Web: http://www.teachingchannel.org/videos/how-they-do-it-in-Sweden-preschool
I loved how you tied this back to the importance of play. You are correct Sweden does have a model that should be looked at within out culture. It almost sounds like they follow a Montessori approach. I see how the late start age of 7 would be beneficial. That would diminish the possibility of school burn out in children and when they started school they would also have the maturity and the drive to want to participate to their full potential. Where I live I see children so excited to start kindergarten and by the end of the year they don’t like school and don’t want to go to first grade. How are we going to get children to college if school discourages them after kindergarten?
ReplyDeleteSharene,
DeleteI hope you got a chance to view this video. It is incredible!It seems like a "Montessori like" approach to me too! Maria Montessori knew what she was talking about! Kindergarten is way too intense these days, I agree!
Actually, it sounds more like Waldorf/Steiner education more than Montessori. But in any event, I like your declaration that a commitment to the whole child does not require assessments beyond major milestones.
ReplyDeleteDo you happen to know how the rest of schooling in Sweden progresses? For example, what happens with children who have cognitive delays, such as Down Syndrome? Are students tracked in high school -- vocational versus academic?
Tory
Tory,
DeleteI hope you got an opportunity to view the video. It is incredible~ It does not give any information beyond the 10 yr mark. But, I am sure we could pursue it. Also, no children with differing needs are mentioned, but now that you have asked, it makes me curious. I will go back to the site and see if anything is available and let you know if I find anything!
My question is "How do you know they are reaching the milestones if you do not assess the children?
ReplyDeleteI did have a Swedish student in Kindergarten who was showing signs of immaturity in order to go to first grade (International schools curriculum can be very demanding because the population is very demanding on results) and the mom was not showing concerns because she was saying that in Sweden he wouldn't even be at school yet expected to learn to read and write.
The most important idea in your post is that we place so much pressure in forcing children to learn at the pace adults feel is appropriate and it does burn children out. Parents are asking for homework for 3 and 4 year old children. Principals are expecting 4 and 5 year old children to know, write, and spell sight words when they exit pre-k. When do children get to be children? When do they get to learn at their own pace, by their own rules, exploring what interest them? It makes me think of what I use to hear teacher and parents say "I got to get them ready?" and my response is, ready for what?....to play with others, to love the idea of school, to enjoy learning. Well, that is not going to happen with worksheets, test, and homework. I do not think the idea of assessment should completely go away, however there should be a balance. 7 years old seems a little old to just start school. Is this the first time they are exposed to playing with other children in a formal setting?
ReplyDeleteNo, and if you have the time, watch the video! These children are in an environment from ages 1 to 6 where they play with children all day long! They don't go into "formal school" settings until they turn 7!
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