WRITING AWAY

I'm writing away. Well, actually I'm writing while I'm away.

Don't you just love laptops? I do. I can tuck it under my arm and go anywhere with it. Seems everyone has wifi and I can connect with the Internet, keep in touch through e-mail -- oh so many possibilities.

Today is Christmas Eve. And, I am enjoying time in Tampa with my daughter and her husband. We've all been through some really bad times this year -- and they still keep coming, but together we can support each other. As my late husband use to tell the us all -- the family is a safe harbor one can go in times of trouble. He was a wise man!

When bad things happen, I make a gratitude list to remind me of what I have and not what I have lost. I won't bore you with the long list -- but in spite of the tragedies, I have abundant joy.

One joy is the research that keeps coming out that I use in my quest to reinstate recess in our early childhood programs. My school system will not change their policies in spite of the overwhelming research presented to them.

Check out: http://www.allianceforchildhood.org/ and read their latest essay titled, The Crisis in Early Education: A Research Based Case for More Play and Less Pressure.

I have been writing our school system for ten years regarding the inappropriateness of their kindergarten program. All superintendents have turned a deaf ear to my letters, except the new one that has been recently hired. She acknowledged my concern and passed it along to the Early Childhood department.

Interestingly enough, I received a politically correct (very well written) letter explaining the curriculum and how they have the perfect early childhood academic program. Sazaam -- Just the fuel I needed. This is how I responded:  

Thank you for your well written letter explaining the pre-school/kindergarten curriculum. I have no reservations about the academic side of kindergarten. Although it may be developmentally appropriate as you suggest, the totality of the curriculum is missing some major pieces that are necessary for the healthy development of the "whole child."

It is true that the school system is addressing the cognitive child, but unfortunately is lacking in the social, emotional and physical aspect that is vital to early childhood education. This is found in free-choice play and recess.

For years our kindergarten children have been relegated to the classroom, saddled with a schedule that should only be reserved for middle school -- one subject taught after the other. A room filled with a dress-up corner, shelves storing building blocks and easels ready for a budding artist have been warehoused, considered useless and unproductive for today's young children. Playgrounds sit empty because more time must be designated to academic pursuits.

Research over and over again shows not only the benefit of free-choice play and recess, but it is crucial to the development of our young children. How many times have we heard the expression, "Play is the work of the child"? The desire to play is as much a part of a child's being as breathing. But today our educational system turns its back on this most basic need in the name of No Child Left Behind, standards and benchmarks. It is believed that play is a waste of time and more academics will result in higher test scores.

An article from YOUNG CHILDREN, September 2009, titled Recess -- It's Indispensable! -- refutes this notion. The article states: "We found no research to support administrators' assumptions that test scores...could be improved by keeping children in the classroom all day." The article goes on to say: "There is considerable research to suggest that recess has many benefits for young children.

This is further reinforced in the National Association of Early Childhood Specialists in State Department of Education Position Statement on Young Children and Recess, titled, Recess and the Importance of Play. "...the elimination of recess ... has no serious research to back it up, and is actually counterproductive to increasing the academic achievements of students." And, "There are volumes of recent research substantiating the link between play and cognitive gains...Children can remember more, focus better, and regulate their own behavior better in play than in any other context." In addition, "A wide range of social competencies -- cooperation, sharing, language, conflict resolution -- can be actively practiced, interpreted and learned in a meaningful context during recess. Through active, free play and peer interaction, children can develop respect for rules, gain self-discipline and construct an appreciation for other people's cultures and beliefs."

The National Association for the Education of Young Children agrees in their statement: Developmentally Appropriate Practice in Early Childhood Programs Serving Children from Birth to 8.
"...it is vital for early childhood settings to provide opportunities for sustained high-level play and for teachers to actively support children's progress toward such play."

How ironic that schools claim to want what is best for a child's success and then do the opposite in early childhood programs. Our own school system includes in its belief statement, "We must base all of our decisions on evidence and the best interest of students," but ignores the American Academy of Pediatricians' 2007 report that "encourages parents to make sure their children's school programs offer more than academic preparedness...the setting should (also) attend to the social and emotional needs of the child."

The evidence linking play and cognitive development should make our administrators and legislators rethink their demands.

Children are able to stay on task longer and remember more when given recess breaks. The American Academy of Pediatricians affirms that memory and attention are improved when broken up "not by a change in academic instruction or class topic," but by physical activity.

Before you come back and explain that the children are allowed recess after lunch, let me end with this little story showing you how much pressure you are putting on our teachers and children. In one school the teachers would walk to playground to pick up their children after lunch and notice that they were just exiting the cafeteria. The kindergarteners were given the last lunch time because it took them longer to eat. When seeing that they were missing recess, the teachers decided to let them have five minutes of "after lunch" recess. When the principal discovered this he "went up like a rocket" and told his teachers that this was unacceptable. When the teachers explained the problem to the principal...you know what his answer was...get ready for this: "Make them eat faster." True story -- how sad.

Thank you for taking the time to read my letter. It is my hope that you will seriously re-think your early childhood program (kindergarten and pre-school) and do what is right for our young children.
Now the ball is back in their court. I hope it my letter doesn't get lost in the Christmas break e-mails. I have asked the school system FOR YEARS to show me the research they have gathered showing an all academic kindergarten is working -- But, so far nothing.
Stay tuned and I will let you know what happens.

May God bless you this Christmas and with a New Year of health, happiness, and peace.