This year, my youngest child embarked on their kindergarten journey, and while he’s been thriving, one recurring theme has left me concerned. “There’s just too much WORK!” he often laments.
When I probe deeper, he describes a day filled with worksheets and desk time, leaving him feeling bored and restless. It’s disheartening to hear, especially knowing that his teacher, a genuinely caring educator, does her best to blend play and creativity into their routines. Yet, they still find themselves tethered to their desks for about 20% of the day, albeit with engaging activities that follow the curriculum guidelines set forth by the district.
The looming shadow of standardized testing, which these young kids will face in just three years, seems to overshadow their early educational experience. It’s almost comical, in a tragic way, that preparation for such tests begins at the tender age of 5. The truth is, I believe young children should spend minimal time confined to desks; after all, they have their entire lives ahead of them to sit and work.
Fortunately, many educators share this sentiment. Over the last decade, an increasing academic pressure has infiltrated early education, often leading to disengagement and frustration among young learners. Research consistently supports that the most effective way to ignite a child’s passion for learning is through play—not by presenting them with a slew of worksheets.
Recognizing this, Boston Public Schools, one of the largest school districts in the U.S., announced a significant shift towards play-based learning in their early childhood programs this past February. This change was communicated via a Facebook post and an article on WBUR.org. With a student body of around 56,000 across 125 schools, the district aims to provide a balance between allowing children to “just be kids” while also preparing them for the academic standards ahead (cue the collective groan over testing).
According to Jason Sachs, the director of early childhood education for Boston Public Schools, the district is reimagining its curriculum to align with what we know about young children’s development while ensuring they are adequately prepared for future assessments like the MCAS.
So, how are they implementing these changes? One example is Miss Laura Bennett’s kindergarten class in East Boston, where students partake in engaging learning stations rather than traditional worksheets. In these stations, children might collaborate to create a wolf statue with blocks and then work together to label its body parts, enhancing both their literacy and social skills in a hands-on manner.
Miss Bennett reflected on her transition from a more structured environment to this innovative approach, admitting it took some adjustment. However, the positive impacts on her students have been undeniable. “I see tremendous growth in their oral language skills,” she shared.
While it may be too early to assess the overall impact of these district-wide changes, researchers from institutions including the University of Michigan and Harvard will be monitoring a cohort of kindergarteners over three years to evaluate the outcomes. I eagerly anticipate their findings, as I suspect that the shift toward play-based learning will yield impressive results.
Ultimately, regardless of the academic framework, most parents instinctively know that 5- and 6-year-olds flourish when they are active and engaged in play. This is the essence of childhood, a time meant for exploration and creativity. After all, our kids only have one chance to enjoy their childhood, and it is our duty to nurture their vibrant, imaginative spirits during this fleeting time.
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Summary:
Boston Public Schools are shifting towards play-based learning in their early childhood programs to balance academic readiness with the natural developmental needs of young children. This approach aims to engage students through hands-on activities rather than traditional worksheets, fostering both social skills and academic growth.
Keyphrase: play-based learning in Boston Public Schools
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