Rigorous new Common Core standards endanger young children by requiring “long hours of direct instruction in literacy and math” and more standardized testing, argue Edward Miller, a teacher, and Nancy Carlsson-Paige, a retired early childhood education professor, on Answer Sheet.
. . . “drill and grill” teaching has already pushed active, play-based learning out of many kindergartens.
. . . Didactic instruction and testing will crowd out other crucial areas of young children’s learning: active, hands-on exploration, and developing social, emotional, problem-solving, and self-regulation skills—all of which are difficult to standardize or measure but are the essential building blocks for academic and social accomplishment and responsible citizenship.
There’s little evidence academic instruction in the early grades leads to later success, they write.
Miller is the co-author of Crisis in the Kindergarten: Why Children Need to Play in School. Carlsson-Paige is the author of Taking Back Childhood.
Children should play — but not with straw men, counters E. D. Hirsch, a stanch defender of Common Core State Standards. The new standards don’t dictate how teachers should teach, writes Hirsch.
Children have a lot to learn about the world, past and present. They need to learn some things as efficiently as possible—through direct instruction. But they also need opportunities to explore—through well-constructed spaces and activities that invite creative problem solving and role playing.
Some educators are misreading the new standards, writes Hirsch, citing the New York Post story on kindergarteners expected to write “informative/explanatory reports” and demonstrate “algebraic thinking.”
But the status quo isn’t good enough, he concludes.