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Should we focus on our children’s academic or social development? Which one should we value?
If I lean more on the academic side, I will please my parents in my classroom, my supervisors, my program, and the kindergarten teachers in our school.
I remembered when I did my home visits during the beginning of the school year. One of the question that I asked my families was: What is your goal for your child? Eighty percent of the families emphasize the kindergarten readiness. They want their children to know the numbers and letters. Only may be four or five families shared that they just want their children to get along with their peers.
Since I work for Head Start, we assess our children three times a year. My supervisor tells me that if this term this child’s cognitive skill on patterning is at level 2. Then we have to aim at bringing the child to level 3 on the next assessment. I always feel I am overwhelmed with observations, data entries, set up activities so that I can test them, bring them up another notch. Instead of really enjoy my time that I can spend to do the fun science activities or “talk stories” with them about the family events. In addition, I have the children only four hours a day. I feel I have so many things to do but not enough time in the day.
Our classroom is on the D.O.E. campus and we have constant contact with the kindergarten teachers. Since this is a small community, everybody knows everybody. When my children go to kindergarten, I always hear the report card of my children from the teachers. “Johnny is from your class? Oh! He is very smart. He knows all the alphabets. Mary is from the other preschool teacher. Oh! She doesn’t know anything.” I feel I am pressured to focus on what the kindergarten teachers want me to teach and not what early childhood is all about.
I envy the New Zealand’s radical approach. We invite our parents to come in and have our monthly Parent Group meeting. And every month there are only may be two to three parents show up. I know the importance of developing a socially competent child in the early childhood years. But yet my dilemma is: Do my job or reinvigorate early childhood values.
Hi Ivy,
ReplyDeleteI volunteered at a Head Start program a couple of semesters ago and I was quite suprised by the emphasis on Kindergarten. What happened to enjoying the moment? It seems that we are so pressured by what's to come; whether they will know thier letters, whether the Kindergarten teacher will think we did a good job, whe ther the supervisor will notice that our children went up a level; that we don't focus on what is in front of us. A person eager for contact, conversation and authentic interactions. I work at an independaent preschool so can only imagine the pressure you feel being on an elementry capus. However, this also has it's perks. Your children can tour the classroom they will be in next year, meet their new teacher and even eat lunch in the cafeteria in preparation for Kindergarten...these are the things I worry about for my children...also a huge plus for your keiki: knowing where the bathroom is! As for the Kindergarten teacher's comments, since when does knowing all the alphabets mean you're smart anyway? There are many kinds of "smart". We cannot allow ourselves to feel judged by such narrow standards of intellect or acheivement and you should tell her that next time!
Hi Ivy,
ReplyDeleteDoes it need to be either academic or social development? Are there other ways to consider the goals of a program?
Has the conception of readiness emerged as a consequence of standardized tests? Have parents and teachers committed to readiness practices without interrogating the impact of these practices on meeting the needs of children?
I wonder how the New Possibilities text might add to your entry and reflection.
Jeanne
Hi Ivy,
ReplyDeleteDoes it have to be social or academic? I think it is just important for children to have social skill as well as academics. Children are always soaking up information. We also use Creative Curriculum for assessments and curriculum. I find it somewhat deceiving. Sometimes you have to tweak it a little. I think academics alone won't do it. What good is it to know the material if you can't get along with peers or know how to handle emotions or have communication skills. I think every teacher needs to find their happy medium.
In regard to choosing between focusing on academic or social development, I really don’t think you can have one without the other. You mentioned that 80% of your families emphasized kindergarten readiness as a goal, therefore focusing on academic development. While academic development is important, so is social development. How will a child be able to function in society and maintain employment if they don’t have the social skills necessary to do so? Families, and policymakers, want children to grow up to become productive members of society, so we, as early childhood educators, must raise their awareness of the fact that social development is just as important as academic development.
ReplyDeleteAloha Ivy,
ReplyDeleteI can only imagine how overwhelmed you're feeling. It sure is a lot of pressure to have to meet specific goals in order "please" people. When it comes to academics and social skills, how are we to find the proper balance? Children need both in one way or another. I feel that helping to prepare children for Kindergarten is great, but it shouldn't take away from the "fun" of being in an early childhood program. Developing social skills is very important. Children need to learn how to communicate with each other as well with adults. Focusing only on academics can put a damper on their ability to learn how to communicate, problem solve and think on their own.