In the Beginning

Since beginning my teaching career in 1962 I've been blessed to begin many children on their academic journeys.  Some of the little ones had attended half day kindergarten, but many came directly to first grade.  All that was expected of them was that they be able to detach themselves from mommy's thigh and that they could manage themselves in the restroom.
   The little ones crossed the 1st grade threshold sporting their first backpacks and lunchboxes with expressions of apprehension, expectancy, excitement, or wonder.  It was all new.  They'd been told they would learn to read this year.  It was a big deal.
   The children were introduced to letters, some letter sounds, and a short list of sight words by becoming friends with Dick, Jane, Sally, Spot, and Puff.  The thrust was directed toward the repetition of words in short one-lined sentences- Run, run, run.  See Spot Run. No child was pressured to read a certain number of words per minute not to be able to blend short and long vowels into words.  It was an easy, slow paced, anxiety-free atmosphere.
   Then slowly and progressively things changed.  The 'powers that be', educators and legislators alike, decided that surely younger would be better.  Let's get the children ready for 1st grade.  So letters, sounds, and words were introduced to kindergartners.  May as well throw in sentence writing.  Just "write what you hear" the little ones were told.  Supposedly this teaches better sound correlation, and reinforces that print is composed of sound.  Most children find this task frustrating and continually ask to hear the word spelled for them.
   The theory that children can read what they write was put forth about 20 years ago.  My colleagues and I actually bought into this as it seemed to make sense.  In very short order however it became clear to us that most children couldn't read what they had written within three minutes of completion of their writing.

LET'S GET CHILDREN READY FOR KINDERGARTEN

  As if thrusting five year olds into the academic arena weren't enough, why not trickle down that theory?  Now we have early childhood gurus touting the benefits of children as young as three years old learning letters, sounds, words, and even being told about sentences.

How much more beneficial it would be to read young children stories and let them figure out ways to reinact them.  Kids could decide parts, make simple scenery, rearrange them room into appropriate spaces, and make simple costumes.

It’s a proven fact that children who can hear, repeat, and make up rhyming words become good readers.  I don’t understand the brain mechanism behind the phenomenon, it’s just so.  Let’s make sure small children know those old nursery rhymes and rhyming songs.

Sure, that’s a lot for teachers to do.  It’s daunting with so many eager hands and feet to deal with.  If those in charge think the very young benefit from a school setting it’s incumbent upon them to make it child friendly and age appropriate.

It would make sense to subject youngsters to mastering these skills if most of them enjoyed writing their names, shouting out letters as cards are thrust at them, and sitting in a circle singing ad nauseum about the day’s weather.   Some kids are subjected to that weather silliness for three years running.  My guess is not one of them gives a hoot about the weather!

I realize we live in an age when children as young as three “go to school”.  That will not change.  Although were I ‘czar’ of small children I would save them from that structured setting until age seven.  Experience has convinced me that most children have little ability to process print before that age.

Countless times I have witnessed “Oh, now I get it” moments in seven year olds who previously had been frustrated and confused learners.  It’s all about readiness!

I know many parents and teachers alike say, “Oh, but this child is ready for all of that.”  I do agree that there are some children who can and may even enjoy doing some academic work.  Good for them!  Their  brains are wired for it.  The point being this is a natural ability that some youngsters have.  It cannot be taught.  No amount of drill or repetition will achieve the desired results in a child whose brain is just not ready to process these skills.  We cannot hurry it along.

Continuing my fantasy as education ‘czar’ I would equip every space set aside for the very young child with many play areas.  They need to build, play house, run cars and trucks around, pour water, squish clay, draw, paint, play in sand, and so forth.  This is what their brains are wired for and readies them for processing print.  Play is child’s work.  It’s necessary.