The Disturbing Transformation of Kindergarten

nclbOne of the most distressing characteristics of education reformers is that they are hyper-focused on how students perform, but they ignore how students learn. Nowhere is this misplaced emphasis more apparent, and more damaging, than in kindergarten.

A new University of Virginia study found that kindergarten changed in disturbing ways from 1999-2006. There was a marked decline in exposure to social studies, science, music, art and physical education and an increased emphasis on reading instruction. Teachers reported spending as much time on reading as all other subjects combined.

The time spent in child-selected activity dropped by more than one-third. Direct instruction and testing increased. Moreover, more teachers reported holding all children to the same standard.

How can teachers hold all children to the same standards when they are not all the same? They learn differently, mature at different stages – they just are not all the same especially at the age of 4-6.

Is this drastic shift in kindergarten the result of a transformation in the way children learn? No! A 2011 nationwide study by the Gesell Institute for Child Development found that the ages at which children reach developmental milestones have not changed in 100 years.

For example, the average child cannot perceive an oblique line in a triangle until age 5 ½. This skill is a prerequisite to recognizing, understanding and writing certain letters. The key to understanding concepts such as subtraction and addition is “number conservation.” A child may be able to count five objects separately but not understand that together they make the number five. The average child does not conserve enough numbers to understand subtraction and addition until 5½ or 6.

If we teach reading, writing, subtraction and addition before children are ready, they might memorize these skills, but will they will not learn or understand them. And it will not help their achievement later on.

Illinois kindergartenChild development experts understand that children must learn what their brains are ready to absorb. Kindergarten is supposed to set the stage for learning academic content when they are older. If they are going to push our kindergarten children to move faster, what does that say for the push for “educating” Pre-K?

Play is essential in kindergarten – in fact in any child under the age of 5. Through play, children build literacy skills they need to be successful readers. By speaking to each other in socio-dramatic play, children use the language they heard adults read to them or say. This process enables children to find the meaning in those words.

There is a wide range of acceptable developmental levels in kindergarten; so a fluid classroom enables teachers to observe where each child is and adjust the curriculum accordingly.

Two major studies confirmed the value of play vs. teaching reading skills to young children. Both compared children who learned to read at 5 with those who learned at 7 and spent their early years in play-based activities. Those who read at 5 had no advantage. Those who learned to read later had better comprehension by age 11, because their early play experiences improved their language development.

Yet current educational policy banishes play in favor of direct instruction of inappropriate academic content and testing; practices that are ineffective for young children.

The No Child Left Behind Law played a major role in changing kindergarten. Upper-grade curricula were pushed down in a mistaken belief that by learning reading skills earlier, children would fare better on standardized tests. Subjects not tested by NCLB were de-emphasized. Lawmakers insisted that standardized tests assess reading at earlier ages, even though standardized tests are invalid for children under 8.

ccs I cantThese changes have the harshest effect on our most vulnerable children. The UVA study found that in schools with the highest percentage of children of color and children eligible for free-and-reduced-priced lunch, teachers had the most demanding expectations for student performance.

To make matters worse, the drafters of the Common Core ignored the research on child development. In 2010, 500 child development experts warned the drafters that the standards called for exactly the kind of damaging practices that inhibit learning: direct instruction, inappropriate academic content and testing.

These warnings went unheeded.

Consequently, the Common Core exacerbates the developmentally inappropriate practices on the rise since NCLB. Teachers report having to post the standards in the room before every scripted lesson, as if 5-year-olds can read or care what they say. They time children adding and subtracting, and train them to ask formulaic questions about an “author’s message.” All children are trained in the exact same skill at the same time. One teacher lamented that “there is no more time for play.” Another wrote “these so-called educational leaders have no idea how children learn.”

It may satisfy politicians to see children perform inappropriately difficult tasks like trained circus animals. However, if we want our youngest to actually learn, we will demand the return of developmentally appropriate kindergarten.

Wendy Lecker – she is a columnist for Hearst Connecticut Media Group and is senior attorney for the Campaign for Fiscal Equity project at the Education Law Center.


Conception To

Educators would teach womb to workforce October 10, 2013 by Benjamin Nanke

Oregon – Common Core State Standards, the new nationwide education plan that has been garnering major criticism for it’s heavily intrusive nature, data collection, and top-down control, has been taken to the next level by educators through a program called P20W, which would begin preparing children for education while they are still in their mother’s womb.

In a video posted on October 7th, 2013, Oregon Deputy Superintendent Rob Saxton who is, for all intents and purposes, the head of the Oregon Department of Education, spoke at a school gathering to discuss new education procedures. These included Common Core, as well as the lesser known “improvement” on Common Core called P20W. We’ll explain what exactly that is in a moment.

The key details about Mr. Saxton, however, are that he was not elected to his position, but instead appointed by the Oregon Superintendent of Public Instruction in July of 2012. However, after a revolutionary 2011 overhaul of the Oregon educational system, the position of Superintendent of Public Instruction was abolished, and the authority of that position was turned over to Governor John Kitzhaber.

According to Saxton, it’s his job to run the Department of Education while the Governor/Superintendent is off doing other work, “like the special sessions,” Saxton said. Governor Kitzhaber recently called a special legislative session to discuss public education, during which legislators allocated $100M to Oregon public schools.

Now, when attempting to understand P20W, we first need to think of our current vernacular for education. For public schools, the common term is “K-12.” Recently, it has even been expanded to “K-16.”

P20W follows that naming scheme.

P – Prenatal (not a typo – literally in the womb)

20 – “Grade” 20. According to Saxton, this is Graduate School. However, the last year of a doctorate program would only be considered Grade 19, so Grade 20, more aptly, is…

W – Workforce


Watch the video, discovered and edited by concerned Oregon parent Jason Schmidt, of Ron Saxton explaining the reasoning and procedures behind the P20W program. http://youtu.be/CJB-noB7wgE

n the video, Saxton states that “we should be thinking about education from the time that a woman enters, you know, is pregnant, so prenatal, and just like: what their nutrition looks like, what their exercise looks like, what kind of education we can provide working around the child.”

Despite how strange this may seem, much of what Saxton is proposing in the video is within the Department of Education’s jurisdiction.

“The last legislative session moved early childhood into the Department of Education,” Saxton said. He is correct. The bill in question is HB 3234, which passed both the Oregon House and Senate by a wide margin during the 2013 legislative session with bipartisan support.

Saxton, laying out several goals of the project (including teaching students to read by the third grade) states that he used to think the challenge was a “hair-on-fire emergency” from kindergarten to the end of third grade. Now, however, he realizes that the time period is actually prenatal to the end of third grade. He says that, from birth, the Department of Education can work with parents to teach pre-reading skills, and that early childhood schooling like Kindergarten should be less like “day care” and more like education. Saxton also alludes to a large amount of funding provided to work on this effort. The source of this money is currently unknown.

The website “Stop Common Core In Oregon” has done a write-up on the history and impact of P20W, including how the data collected on students can be accessed by almost anyone affiliated, directly or indirectly, with the school district, for any reason provided that they “[need] to review an education record in order to fulfill [their] professional responsibility.”

P20W is not exclusively an Oregon program. This is an experimental part of the national Common Core State Standards program, and could be in the beginning stages of implementation in states across the country.
Apple worms

His Words Not Mine! Published on Oct 12, 2013

“I’m an S.O.B.” Oregon Deputy Super Rob Saxton Threatens Teachers Who Dissent on Common Core & P20W

“I guarantee you if a kid cannot read by the end of third grade they are toast. it is an oh shit moment for that if they cannot read by the end of third grade.”

“I kind of am an S.O.B.” “because a lot of people want to be independent contractors and we have independent contractors what we really do is confuse kids like crazy.”


If you can stomach it, full length video here: http://youtu.be/XSXkRvVPJTo