This year, my youngest child began kindergarten, and although he’s enjoyed it immensely, there’s been a recurring theme that troubles me. He often exclaims, “There is just so much WORK!” When I inquire further, he mentions sitting at his desk, filling out worksheets, and feeling restless. It’s disheartening to hear that from him.
Let me clarify—I truly appreciate his teacher. She is a dedicated and nurturing educator who incorporates play and creativity into their daily activities. The kids probably spend only about 20% of their day confined to their desks, and even then, she strives to make it engaging. Still, I recognize she’s following the guidelines set forth by the school district.
After all, these students will face standardized testing in just three short years, and heaven forbid they don’t start preparing at the tender age of five (yes, that’s sarcasm). It saddens me because I believe young children shouldn’t be expected to sit at a desk and work for extended periods. They have their entire lives to do that!
Fortunately, more educators are starting to see this reality. Over the past decade, schools have pushed for more academic rigor, often beginning at an alarmingly early age. However, I worry this trend is only fostering impatience and a dislike for learning in our youngest students. Research indicates that the best way to spark a love for learning in early childhood is through play, not by handing out worksheets.
Boston Public Schools, one of the largest school systems in the nation, is making strides in this direction. In February, they announced an initiative to adopt more play-based learning strategies in their early childhood education programs, as shared on their Facebook page and in an article on WBUR.org.
With a student body of 56,000 across 125 schools, the district aims to balance allowing children to “just be kids” while also preparing them for the academic standards that await them (yes, the dreaded tests). “In Boston, we’ve really focused on how to revise our curriculum to align with what we know about young children,” said Alan Reed, the director of early childhood education for Boston Public Schools, in an interview with WBUR. “We want to ensure they’re ready by third grade for the MCAS test and other learning expectations.”
So, how is this transformation taking shape? According to WBUR, one example can be found in Ms. Anna Johnson’s kindergarten classroom in East Boston. In her class, children work in small groups at various “learning stations” without the use of worksheets. They are engaged and active.
One activity involves students building a wolf sculpture with blocks. After constructing it, they collaborate to label its body parts, figuring out how to spell words like “ear,” “nose,” and “eye.” It’s fantastic! The children get to play and use their creativity while also developing their literacy skills. Isn’t that wonderful?
Ms. Johnson admits to WBUR that transitioning from a more structured approach to this interactive style required some adjustment. However, the positive outcomes she’s witnessed in her students have convinced her of its value. “I used to prefer a very structured environment,” she shared. “I was hesitant about using blocks, as it got noisy and messy.”
Now, after implementing this new approach, she observes significant improvements in her students’ social skills and language development.
While it’s too early to measure the overall impact of these district-wide changes, researchers from the University of Michigan, Harvard, and MDRC will be studying a group of kindergarteners over the next three years to assess the results. I eagerly anticipate their findings, but I suspect that shifting toward play-based learning will have a remarkable influence on these children—something worth noting for all of us.
Ultimately, regardless of the educational philosophies at play, many parents instinctively know that 5- and 6-year-olds flourish when they are engaged in active, playful learning. It’s what they naturally excel at—and it’s what many of us fondly recall from our own early education.
Our children only have one chance to enjoy their childhood, and we must do everything we can to nurture their creativity and spirit.
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Summary
Boston Public Schools is shifting towards more play-based learning in their early childhood programs to better engage young students and prepare them for future academic challenges. This new approach focuses on active participation rather than traditional worksheets, recognizing that play is essential for early childhood development. As schools adapt to these changes, research will track the impact on student outcomes over the coming years.
Keyphrase: Boston Public Schools play-based learning
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