How many times have you heard the saying that athletes are one country’s best ambassadors? Here in Serbia we are very much used to it, seeing the success of our ambassadors around the world. The term “ambassador” was used metaphorically here, but we all know that there are high state officials who do occupy this distinguished position. One such man – His Excellency Demetrios Theophylactou, on behalf of the Embassy of the Republic of Cyprus in Belgrade, came to an idea to organize a diplomatic charity tennis tournament.

This past weekend, the “Diplomatic Tennis Tournament for Children” took place at Novak Tennis Centre. Apart from H. E. Mr. Theophylactou, other participants were diplomatic figures from the embassies of the United Kingdom, Greece, Slovakia, among others. Needless to say, the result was not of paramount importance.

In a friendly chat we had, Mr. Theophylactou, former national champion of Cyprus in track & field and a big tennis fan, answered some of our questions:

“When I assumed my duties as new Ambassador of Cyprus to Belgrade, nearly seven months ago, one of the priorities I set was to promote sports diplomacy, in addition to cultural, economic, and certainly traditional diplomacy.” This instinctively drew him to Novak Djokovic for two reasons: “First, because of the respect I have for him, both as a top athlete and mainly as an individual; secondly, being aware that both Novak and Jelena Djokovic are very much involved in philanthropic activities, particularly in regard to children, I thought that this was the most appropriate channel to divert my attention.” Ambassador also lauded our Foundation’s mission that he described as “serious and systematic work”. His Excellency deemed the tournament a success and hinted at its future plans: “Overall, it is worth noting that a few of my colleagues, including from the EU Delegation, expressed readiness to collaborate more actively in the organization of the next Diplomatic Tennis Tournament, which they believe can become an annual event as of 2022.” “The clear message,” he continued, “is that both participants and those attending the tennis tournament shared the same vision in regard to the humanitarian objectives of the event, that is, the significance of raising awareness and providing tangible support to thousands of children in early childhood development and preschool education.” When asked about Serbs and Cypriots about our similarities, he concluded that “much as we differ in terms of geographic location, landscape, and size, amongst others, we also share values, beliefs and cultural habits that, combined, create a special bonding between the two peoples and states.”

Parallelly with the tennis matches, we also organized workshops for children aged 6 to 10. Our long-term volunteers, who are always there for the little ones and who always recognize the importance of such events, teamed with a Child Atelier “Zone of Art” in designing and organizing these workshops. The children were given the freedom to express themselves by making their own sports equipment – including balls, kits, and gloves. All these activities will significantly contribute to their imagination, testing of new methods and techniques, as well as the acquisition of new knowledge of culture, geography, and sports. New acquaintances, lots of laughter and fun, and blissful child faces is actually the biggest trophy that all participants took home.

Despite the hot summer days, the spectators could watch some attractive tennis and the atmosphere was great. At the end of the tournament, our fundraising manager Emina Potric received the 5,000-Euros cheque, which is the amount of money that was collected during these two days. She expressed her wish that there would be similar initiatives in the future:

“I would like to thank the Embassy, His Excellency Ambassador Demetrios Theophylactou, and everyone who took part in this noble initiative to organize this tournament. Events like this raise the awareness of the importance of investing in early childhood education which is why I would like to invite all of you to keep supporting our cause. With your help, we are gradually getting closer to our goal which is for more than 90% of children in Serbia to have access to preschool education by 2030.”

In the past, there have been similar initiatives that originated outside of the Foundation itself, such as Roksanda Ilincic’s fashion exhibit aimed at supporting our “Schools of Life”, or Rotary Club’s Dragana Radisic’s visit to the village of Ljukovo.

The post Diplomatic Tennis Helping Early Childhood Education appeared first on Novak Djokovic Foundation.

How many times have you heard the saying that athletes are one country’s best ambassadors? Here in Serbia we are very much used to it, seeing the success of our ambassadors around the world. The term “ambassador” was used metaphorically here, but we all know that there are high state officials who do occupy this distinguished position. One such man – His Excellency Demetrios Theophylactou, on behalf of the Embassy of the Republic of Cyprus in Belgrade, came to an idea to organize a diplomatic charity tennis tournament.

This past weekend, the “Diplomatic Tennis Tournament for Children” took place at Novak Tennis Centre. Apart from H. E. Mr. Theophylactou, other participants were diplomatic figures from the embassies of the United Kingdom, Greece, Slovakia, among others. Needless to say, the result was not of paramount importance.

In a friendly chat we had, Mr. Theophylactou, former national champion of Cyprus in track & field and a big tennis fan, answered some of our questions:

“When I assumed my duties as new Ambassador of Cyprus to Belgrade, nearly seven months ago, one of the priorities I set was to promote sports diplomacy, in addition to cultural, economic, and certainly traditional diplomacy.” This instinctively drew him to Novak Djokovic for two reasons: “First, because of the respect I have for him, both as a top athlete and mainly as an individual; secondly, being aware that both Novak and Jelena Djokovic are very much involved in philanthropic activities, particularly in regard to children, I thought that this was the most appropriate channel to divert my attention.” Ambassador also lauded our Foundation’s mission that he described as “serious and systematic work”. His Excellency deemed the tournament a success and hinted at its future plans: “Overall, it is worth noting that a few of my colleagues, including from the EU Delegation, expressed readiness to collaborate more actively in the organization of the next Diplomatic Tennis Tournament, which they believe can become an annual event as of 2022.” “The clear message,” he continued, “is that both participants and those attending the tennis tournament shared the same vision in regard to the humanitarian objectives of the event, that is, the significance of raising awareness and providing tangible support to thousands of children in early childhood development and preschool education.” When asked about Serbs and Cypriots about our similarities, he concluded that “much as we differ in terms of geographic location, landscape, and size, amongst others, we also share values, beliefs and cultural habits that, combined, create a special bonding between the two peoples and states.”

Parallelly with the tennis matches, we also organized workshops for children aged 6 to 10. Our long-term volunteers, who are always there for the little ones and who always recognize the importance of such events, teamed with a Child Atelier “Zone of Art” in designing and organizing these workshops. The children were given the freedom to express themselves by making their own sports equipment – including balls, kits, and gloves. All these activities will significantly contribute to their imagination, testing of new methods and techniques, as well as the acquisition of new knowledge of culture, geography, and sports. New acquaintances, lots of laughter and fun, and blissful child faces is actually the biggest trophy that all participants took home.

Despite the hot summer days, the spectators could watch some attractive tennis and the atmosphere was great. At the end of the tournament, our fundraising manager Emina Potric received the 5,000-Euros cheque, which is the amount of money that was collected during these two days. She expressed her wish that there would be similar initiatives in the future:

“I would like to thank the Embassy, His Excellency Ambassador Demetrios Theophylactou, and everyone who took part in this noble initiative to organize this tournament. Events like this raise the awareness of the importance of investing in early childhood education which is why I would like to invite all of you to keep supporting our cause. With your help, we are gradually getting closer to our goal which is for more than 90% of children in Serbia to have access to preschool education by 2030.”

In the past, there have been similar initiatives that originated outside of the Foundation itself, such as Roksanda Ilincic’s fashion exhibit aimed at supporting our “Schools of Life”, or Rotary Club’s Dragana Radisic’s visit to the village of Ljukovo.

The post Diplomatic Tennis Helping Early Childhood Education appeared first on Novak Djokovic Foundation.

Early childhood education is an important step in educating young minds and offering stimulating opportunities for exploring and learning. Those who contributed to the discipline of early childhood education came from occupations and professions outside the academic domain. What they had in common was an understanding of children. And that is what makes early childhood education unique; it starts with the child and not with the subject matter.

Historical Foundations of Early Childhood Education

Early childhood education has roots that reach far back into history. For over 2,000 years  the issues of “why” and “how” to teach young children have engaged philosophers, psychologists and educators seeking to discover universal laws of child development.

• Plato (428-348 BC), a leading Greek philosopher, believed all children were born with a defined amount of knowledge, and that education served to ‘remind’ them of this inherent understanding of the world, and help them use it in their everyday lives.  Plato viewed play as a form of anticipatory socialization. If children were to become builders, he suggested, they should play at building houses. The teacher’s role was to try to direct children’s inclinations and pleasures through play towards their final aim in life.
• Quintilian (AD 35-95), educator in the new Roman empire, was also an advocate for play, and encouraged parents to choose their children’s tutors and nurses with great care, emphasizing learning through imitation rather than intimidation.
• Martin Luther (1483-1546) was a keen advocate of universal education, and believed both boys and girls should be educated to read independently so that they could have access to the Bible, instead of relying on verbal retelling. He believed the school’s role was to educate the intellectual, religious, physical, emotional, and social aspects of children.
• John Amos Comenius (1592-1670)  published what many consider to be the first picture book dedicated to the education of young children. Comenius believed all children to age 6 should be taught in their native languages. He was also the first to introduce the concept of “grades”, or different levels of education determined by each individual child’s age and developmental stage.
• John Locke (1632-1704) developed the theory (known as “Tabula Rasa”, or “Blank Slate”) that children come into the world with an empty mind, and that knowledge and learning is received through experience and converted to understanding through reasoning. Locke strongly believed in “nurture” over “nature.” This belief led him to emphasize the idea of early education and changes in parental care, such as allowing young children to explore their world physically without restraint and the use of gentle forms of discipline. He emphasized respectful, loving relationships as the best way for adults to inspire the child to replicate their behaviours, and that learning should be fun, not a task to be imposed.
• Jean Jacques Rousseau (1712-1778) was a French writer, philosopher, and social theorist. His belief in the innate goodness of children led him to propose early schooling that enabled children to direct their own activities, free from the constraints imposed by “society”. He also believed education should begin at birth and continue well into adulthood, emphasizing the differences between the minds of children and adults, and adjusting educational methods accordingly. According to Rousseau, children learned best by experiencing and exploring their environments. This idea is still incorporated into ECE programs today. Such child-centred education, emphasizing activity and the use of senses, was thought to foster the development of each child’s moral and intellectual potential.

• Most of us probably think of kindergarten when we consider early childhood education. We can thank Friedrich Froebel (1782 – 1852), a German educator who created kindergarten in Germany in 1837, for that. Froebel’s idea was born out of the desire to socialize young children and to expose them to an education in science, music, and language outside the home. Following Rousseau’s philosophy, Froebel advocated respect for young children’s needs and the importance of sensory training. He promoted the importance of play as the educational “medium” through which children could reach their intellectual and emotional potentials. Suggesting that children progress through different age-related “phases”, he proposed that certain materials, or “gifts”, be incorporated into the kindergarten curriculum to correspond with these phases, hence enhancing development. This notion of appropriate “match” has been the cornerstone of many contemporary early education programs.
• Maria Montessori  (1870-1952), Italy’s first woman physician, continued the Froebelian tradition within a different context. Concerned with the welfare of young, poor urban children in Italy, she established her “children’s houses” in Rome in 1907. Like Froebel, Montessori implemented an early education curriculum that was founded on a developmental theory, employed play as the instructional method, and introduced developmentally appropriate materials designed to facilitate sensory and cognitive skills. Her method, which like kindergarten also spread throughout the world, was child-centered and child-directed, meaning that individual students learn based on what they are interested in at the time.

Approaches and Teaching Methods in ECE Today

The Montessori Method – Self-Directed Learning

In a Montessori classroom, the main interaction is between the child and the materials, not between the teacher and the child. Initially, the teacher demonstrates the proper use of each set of materials, after which children may work on them individually or in small groups. The teacher’s role in a Montessori school is to observe in order to connect the child with the suitable materials. Children learn through experience, by observing and doing. They practice life skills like buttoning, zipping, cutting, and gardening, enabling children to care for themselves as well as their environment. Learning in the Montessori classroom is cumulative, constantly building on what was learned prior. Activities are primarily individual, and children move around the classroom freely, choosing their own activities. The emphasis is on self-directed learning; children pursue their own interests at the pace that best suits them, rather than moving through teacher-led lessons as a group. Children develop respect for each other and their classroom, placing items back on shelves before reaching for new ones. Their work is taken seriously, and not regarded as play.

The High/Scope Program – Plan-Do-Review Process

High/Scope was founded in 1970 and emerged from the work Dave Weikart and Connie Kamii did on the Perry Preschool Project. High/Scope provides broad, realistic educational experiences geared to children’s current stages of development, to promote the constructive processes of learning necessary to broaden emerging intellectual and social skills. In a High/Scope classroom, students are engaged in learning ‘centers’, including building, dramatic play, math, reading, music, writing, art, science, and motor development. A typical day would demonstrate a three-part process: “Plan-Do-Review.” Beginning with planning, the class and teacher discuss and create plans for a certain play period. Children go about their various activities, (Do) while teachers observe and offer support. The “review” process takes place after the play period, where students and teachers gather to discuss what they have found. This helps children understand their own actions, and enables connections between action and language. Children’s work is proudly displayed on the walls of the classroom.

Waldorf Schools – Hands-On Exploration

Developed by Rudolf Steiner (1861-1925) in 1919, Waldorf programs aim to educate the whole child “” “head, heart, and hands.” Children in Waldorf schools are allowed to remain ‘childlike’, under the belief that there is a time for every aspect of development, and that children ought not to receive formal education until after the age of 7. Learning is hands-on, achieved through cooking, art projects, storytelling, singing, puppet shows, dress-up, and play. The teacher stays with the same group of children from preschool through eighth grade. The focus in the Waldorf classroom is on sensory exploration and self-discovery rather than formal instruction and merit, helping children develop  a sense of compassion and responsibility. The use of electronic media, especially TV, by young children is discouraged in Waldorf schools.

Reggio Emilia Schools – Classroom as the “Third Teacher”

Loris Malaguzzi (1920-1994) founded the Reggio Emilia approach at the Italian city of the same name. The Reggio approach fosters intellectual development through a focus on symbolic representation. The primary curriculum is in-depth project work based on the interests of the children. Children are encouraged to express themselves through ‘natural languages’, including drawing, painting, working in clay, sculpting, constructing, conversing, and dramatic play. In a Reggio Emilia school, educators pay close attention to the look and feel of the classroom, which is often referred to as the “third teacher.” The goal is to create a room that is beautiful, joyful, inviting, and stimulating. Teachers document the children’s discussions, remarks, and activities through notes, videos, and photographs. This makes learning visible and helps parents to understand what their children are learning; teachers get to know the children better; and children see that their work is valued.

Bank Street Approach – Learning by Doing

John Dewey (1859-1952) and his theory of “˜learning by doing’ influenced this developmental approach. The focus of Bank Street preschools is on a child’s mental, social, emotional, and physical growth. In these programs, the child is an active learner and gains knowledge about the world through experience. Students set the learning pace, and the teacher serves as a guide. Bank Street approach teaches lessons through hands-on activities, such as building blocks, puzzles, clay, and dramatic play.

Which Educational Philosophy Is Best?

As the preschool options seem endless, many parents wonder if they will ever be able to choose a program that is a good match for their child. Here are some guidelines to help them in the process:

• Carefully consider your child’s personality and learning style before investigating the options. After all, you know your child best.
• Research the various types of programs available, and make the selection of those that best fit your child’s needs.
• Visit each type of school and then try to determine the program that feels right for your child and family.

What type of ECE program do your kids attend? How did you choose your child’s preschool? Share with us your thoughts and experience.

The post The Journey of Early Childhood Education Through Time appeared first on Novak Djokovic Foundation.

Early Childhood Education (ECE) and Early Childhood Development (ECD) are consistently proven to be of unfathomable importance to a child’s developing brain. Students who begin school early, around three or four years of age, consistently and unambiguously perform better in school in subsequent years, and, as a result, for the rest of their lives. Their whole lives! This isn’t a matter of improving one or two years of a child’s life. Early education is much more vital than that: it sets a child up to be a successful and well-rounded adolescent, adult, professional, parent, and citizen. We’re hopped up on getting as many children into preschool and kindergarten as possible because these children deserve a lifetime of happiness and stability. We love them as the children they are and for the adults they deserve to be. And so, with your amazing and generous help, we’re building schools and classrooms to give as many children as possible the chance to thrive forever.

Our latest project is in the suburb of Medosevac, in the city of Nis, at a primary school known locally as Milan Rakic. The community of Medosevac rallied together, and the local government and existing primary school worked closely with the NDF to identify an old school building which, once refurbished, will be able to accommodate three preschool classrooms for one hundred children. One hundred children! Each year.

With an initial investment of EUR 62,000 from the NDF and an added contribution of EUR 24,000, as well as an additional EUR 26,000 from the city of NIS, a total of EUR 112,000 will be used to completely renovate the 250 m2 (2,690 ft2) space.

Everything about this space will be completely transformed. We will be replacing old windows and doors, plastering and painting internal walls and ceilings, laying new flooring, and installing new wiring, and a comprehensive fire protection system.

The preschool will meet all safety and health standards, and will include a modern kitchen, nursery room for unwell children, teacher’s office, bathrooms, as well as three well-appointed classrooms.  

And in order that the outside matches the inside, we’re going ahead and repairing the façade, glazing external entrances, so to meet energy efficiency requirements, and installing ramps for people with disabilities at the main facility entrance.

We’re so excited about this project.

Like really, really excited.

So we decided to hold a celebration at Milan Rakic with Novak Djokovic for the families and children who will enjoy the finished preschool facilities. And look at their faces! So much enthusiasm and playfulness and fun.

During the day, in between exploring with the children and chatting with moms and dads, Novak said:

It’s a great privilege for me and my foundation to be able to help those in need and support projects initiated by people willing to make great things happen in their communities. I’m glad we all share the same goal – to create a safe, caring and stimulating environment for the proper development and education of children and thus give them a good start in life. The fact that over 100 wonderful boys and girls will benefit from attending this preschool fills my heart with happiness. Here they will learn many new things, discover their hidden talents, master valuable skills, play and enjoy with their peers, forge new friendships and cultivate fond memories of that time. Kindergarten lays a vital foundation for later academic success and this new facility will provide children in Medosevac and nearby places the opportunity to enjoy high-quality preschool programs, which is extremely important for their early development.

We couldn’t have said it better, Novak. This project, this school, and all of the schools we’ve refurbished or built, and all of the schools we’ve yet to refurbish or rebuild, fill our hearts with the unspeakable happiness of knowing that the little ones we see with such clarity and affection will go on to have a life well lived. A life full of joy and love.

The kind of life they are so very worthy of. Don’t you agree?

The post How Novak Djokovic Spent a Day with Kids in Medosevac appeared first on Novak Djokovic Foundation.

From Baby Einstein videos to competitive preschool programs, the pressure placed on both children and parents to foster the next Steve Jobs has increased dramatically. That pressure is similarly relayed to teachers and schools to constantly incorporate the technology fad du jour in their classrooms, cope with high-strung parents, and meet the challenging curricular metrics that have been imposed upon them, often while just scrapping by financially. But are the augmented pressures we are placing on our kids actually helping them, or have international comparisons and unnecessary worrying gotten the best of us? This is the question that Dr. Erika Christakis, a former pre-school teacher and current lecturer at the renowned Yale Child Study Center, in her new book  The Importance of Being Little.

Copyright: sergeysaraev

At the core of her book, Christakis reflects upon her experiences as both a teacher and a researcher and argues that we have lost sight of what children really need from adults in early education. In an era when it is easy to become distracted by the notion of quantifiable results and competitive preschool entrance exams, what we really need to do is to take a step back and reconsider what children need and how adults can help them. Throughout her book, Dr. Christakis highlights a number of general strategies that she believes can help refocus our early childhood education system on the children, rather than on the demands on the parents. Broadly, these suggestions can be categorized as changes to the physical learning environment, the content of classes, and the educators.

Simplifying Educational Environments

Thinking of an early childhood classroom, for many of us, evokes images of highly decorated classrooms with walls adorned with primary colored signs and commercialized educational material. More recently, the walls of classrooms also feature notices and recommendations to reduce school liability and outline appropriate behavior. Similarly, as technology enters the classroom more and more, we might expect iPads or computers available for students scattered through the space.

It is rare, however, that we imagine an early childhood education environment that features bare walls and a limited number of toys. In an era of continuous overstimulation of young minds with television, apps, and more, Christakis argues that these simplified environments are what children truly need to focus. Rather than consuming the abundance of available posters and signs that many of us have grown accustomed too, Christakis highlights one example of a childhood classroom that starts with bare walls at the onset of the academic calendar. Throughout the year, children in the class are allowed to add what they feel is necessary to the walls to highlight their educational process and at least initially, avoid an overwhelming number of messages.

Copyright: ISchmidt

Christakis also advocates for a limited number of toys and less technologically advanced toys. The lack of toys can foster a sense of imagination and independence in children and lead them to explore their own creativity and the world around them. Left to their own devices, young children are adept at making their own games, talking with classmates, and focusing on more age-appropriate skills. When toys are introduced into the classroom, in lieu of touchpads and televisions, Christakis repeatedly highlights simpler options, like colored blocks. Colored-blocks, and other toys that fall into the category of “open-ended” toys, allow students to represent ideas symbolically and initiate higher-order thinking that will serve them well in later years.

Avoid “Adultifying” Content

Adults often lose sight of what skills a child really needs. Parents are often faced with the difficult balance of preparing children for the real world and protecting them from it at the same time. Often, Christakis argues, the focus on preparing children for independence in the real world skews our education and forces teachers to spend enormous amounts of time on skills that are not needed at that point in life. For example, our drive to educate the next generation of tech-savvy computer scientists may inspire us to encourage children to start typing at an early age, when manual dexterity makes these fine motor actions enormously more challenging. At a slightly later age, however, typing may be significantly easier and require fewer educational hours. Overall, it would be more effective to focus on other critical thinking or problem solving skills unrelated to computers and algorithms, but that will enable creative thinking and problem solving, instead of hammering home the need to type effectively.

Copyright: glebTv

Further, Christakis brings up the important question of how much of early education is really education and how much is actually just childcare. School days that are nine or ten hours long work wonders for professional parents in need of child support, but do we expect our children to focus for such extended periods of time? Rather than pushing children into high stress scenarios and introducing sleep deprivation with these long days, Christakis emphasizes the need to balance high quality education with low intensity childcare throughout the day. Even though many parents scoff at the idea of their young children having longer play times, naps, or even watching the occasional movie, it may actually be in the best interest of the child.

Supporting Educators

Unlike in many nations with better education systems, teachers in America often face low wages, limited benefits and resources, and growing demands from parents. The result is a less-than ideal and rather homogenous workforce of teachers in need of more support. Institutionally, students will benefit from having more male teachers and more diversity in their instructors, especially as more and more children grow up with only a single parent.

Copyright: Oksana Kuzmina

Further, with increasing legal liabilities and suits from parents, teachers are often extremely conscious of their actions for fear of abuse allegations. While students will benefit from supportive and caring teachers, fear and regulation often prevents teachers from interacting with students in beneficial ways. Christakis cites the example of her own teacher coming to live with her family and the previous rapport that could exist between instructors and their students in the past.
Overall, although it may be easy in today’s schools to quantitate skills and assess task-oriented behaviors in highly competitive settings, that may not be what our children need. Rather, kids need safe environments where adults can support open-ended thinking and provide contextual guidance and supervision as our next generation develops into effective problem solvers and community membetrs.

The post SAT prep or Sandcastles””What Should Kids Really Be Learning at Early Ages? appeared first on Novak Djokovic Foundation.

 The debate over primary and secondary school education has been raging for some time – the best methods of teaching, the pros and cons of standardized testing, etc. Many of those involved in the education system, be it teachers, students, parents, or someone else entirely, have expressed, and at times quite stridently, their frustration and discontent towards the current system. These complaints tend to focus primarily upon the absence of emphasis placed on exploration and intellectual curiosity, on the massive amounts of emphasis placed instead on rote memorization and the frequently stifling educational environments.

As controversial and incredibly important these conversations are, they have mostly focused on primary and secondary schools. Early childhood education was normally left out of the discussion. However, it now seems as though the same debate has trickled down to the education of our youngest learners. With preschools and kindergarten classes become increasingly similar to primary and secondary schools’ classrooms (they’re even assigning homework!), a number of vocal and persistent opponents are protesting.

Copyright: Monkey Business Images

What Is Happening to Early Childhood Education?

According to researchers at the University of Virginia, kindergarten is the new first grade. In a study conducted over a 12 year period that compared kindergarten and first grade classrooms between 1980 and 2010, the researchers found that kindergarten teachers have much higher expectations of their students, with as much as 80% of them expecting their students to be literate by the end of the school year.

Pre-K, too, has changed. One article written by Erika Christakis in The Atlantic, called “The New Preschool is Crushing Kids”, describes a popular preschool curriculum that included “key concepts” (sound familiar?) that children were supposed to master. Among these were vocabulary words and units (another primary and secondary school concept) that covered topics like the ocean; students were asked to learn terms like “exoskeleton”, “tube feet”, and “scallop shell” – words that are covered in high school biology and would likely induce a confused look on many adults’ faces.

A preschool curriculum like this is highly disconcerting, and not just because three and four year olds are learning the same things I covered as a freshman in high school. Pre-K is becoming more and more about structured curriculum, rote memorization, and preparation for standardized tests (that the children won’t even take until three or four years later). There is an absence of exploration and passion that echoes that of high school education systems. And as concerning as this is in regards to our primary and secondary classrooms, it is even more distressing in regards to our early education systems: the early years of childhood, before age five, children are interpreting the world around them. They learn through active exploration; they learn by doing, not by age-inappropriate worksheets and “seat work”.

Copyright: Nadezhda1906

The complaints we have about high school now apply to preschool. It seems that we’ve taken to a “one size fits all” education system that’s based in information, rather than ideas.

The  “One Size Fits All”  Education System

The cause of this shift towards information-based learning is likely rooted in our concern over losing our competitive edge in the world and the ever-increasing gap between the poor and the rich. With reports streaming that the United States is losing its place, that our students are losing ground in the contest between nations, it’s no wonder that we’re trying to up our game. Additionally, with the disparity between the wealthy and impoverished constantly widening, the relentless pursuit of closing the gap through determined cramming of information in public pre-K seems even prudent. We want our kids to succeed, and as such we’re pushing them to be smarter, learn faster, and understand more.

However, as much as we want it to succeed, and as much as we want to help our youngest learners, it seems that the current approach is actually backfiring. A study conducted on Tennessee’s public pre-K has revealed that inappropriate forms of early education (like those that concentrate on school readiness rather than age-appropriate learning) in fact undermines intellectual engagement, curiosity, and achievement. The researchers found that, though preschool students entered kindergarten with a slight edge over their peers, by the end of first grade that edge had disappeared entirely. In fact, many of those preschool students complete first grade less engaged and inquisitive than their peers and were beginning to fall behind.

Copyright: Kekyalyaynen

This study was only one of many with similar findings. In the face of so many negative reports, shouldn’t we rethink our approach?

Alternative Approaches We Might Need to Consider

If we want to catch up to other nations or close the gap between the rich and poor, we might do well to learn from the best, both at home and abroad. Lisa Miller, in New York Magazine‘s “Is Pre-K Broken?“, writes:

The best programs don’t resemble remedial education designed to bring impoverished 3-year-olds up to speed.

Rather, they allow the students to learn through communication, conversation, action, and exploration. Students learn through social interaction how to listen and talk to others, and they use their imaginations and critical thinking skills to understand the world around them. Discipline, physical and mental concentration, and the ability to follow directions seem to be less significant, and emphasis on these could in fact smother children. In Finland, which consistently ranks among the world’s best education systems, children don’t begin their formal reading instruction until age seven. The Finns, when asked about this, state:

The basis for the beginnings of literacy is that children have heard and listened”¦ They have spoken and been spoken to, people have discussed [things] with them”¦ They have asked questions and received answers.

Perhaps it is time that we approach education with a similar mindset.

Copyright: Oksana Kuzmina

To return to the idea of homework for preschoolers, it seems like the problem lies not in the existence of homework, but in the nature of the homework; it lies not in how high or low expectations of students are, but how we go about fulfilling those expectations, and maybe even in the mere existence of those expectations. Children should be allowed to learn and play and grow at their own pace, in accordance with their own interests. We’ve become so focused on closing the gap, on just getting to our goal, that we forgot that the process is the most important aspect, especially concerning young children. The consequences of a lousy education system are immense: whole generations to come that can’t think creatively and communicate effectively, unable to meet challenges yet unimaginable. While we want to prepare our children, it’s important that we find balance in the way we educate our children.

How can we best prepare our kids? Parents and teachers, please let us know your thoughts!

The post Homework for Preschoolers appeared first on Novak Djokovic Foundation.

MyChild is a groundbreaking app that updates parents with information, reports, and pictures of their children during their time at daycare.  It is currently used by childcare centers in over 25 states across the country and is still rapidly expanding. Since its inception in 2012, the company has raised $3 million in funding.  It’s amount of employees is also increasing as they plan to jump from 10 to 19 staff members by the end of this month. As more daycare centers across the United States begin to use MyChild, the company will only continue to grow. Plans are already in motion to expand internationally in the near future.

Copyright: Fh Photo

MyChild was founded by a Dad, Hugo Augusto. Like most people with children, Augusto sends his two year-old boy to daycare while he works. Augusto came up with the idea for the app because he never really had a good idea how his child was doing during the course of the day. The written reports from the daycare was so generic and often got lost in the daily shuffle of his busy workday combined with raising his toddler. A phone app was therefore the best solution.

MyChild Promotes Parent and Child Bonding

The idea behind the app is that parents can check in whenever they get the chance during their busy days. Whether this is at lunch or in between meetings, parents will be able to carry on with a clear conscience knowing that their child is happy, healthy, and taken care of. The accessibility of technology today makes this such a successful way of getting information to parents. In an instant they can pull up an update or picture of their little ones no matter what they’re doing or where they are.

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Besides just updating the parents, MyChild also promotes parent and child bonding. According to the Center for American Progress, about 24 percent of children attend some sort of daycare. This can lead to a lack of substance in a parent-child relationship as the two just aren’t together for enough time during the day. MyChild provides a solution to the issue as it can let you know what your child is up to. Maybe one day they’re playing with blocks or spending time with a new friend. Whatever they are up to, parents can see this and have a better idea how their child wants to spend their time. This will keep parents in better touch with their children.

MyChild Application Allows Parents to Be Close to Their Children

Other important information can be shared on the app.  This includes what meals the child has been served and how much they ate, the amount of time then spent sleeping versus socializing, and even updates on the child’s mood and attitude.  The overarching goal is to keep parents up to speed with everything going on with their child.

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MyChild is one of many new innovations utilizing modern technology to make the world a better place. So much focus recently has been on the dangers of becoming too digital that sometimes we lose sight of how technology can truly benefit the world. Companies like MyChild display the true power of the modern world and just how greatly we can positively impact the world by making use of the resources around us. Something as simple as daycare updates via an app can aid thousands of parents with their ability to be close to their children while raising them properly and catering to their needs.  

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How do you like the idea behind this app? Would you like it to be made available in your country too? Please share your comments with us in the section below.  

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As the race to develop early childhood education gets fast underway all around the world, many children in low-income communities are falling behind, and struggling to find resources to provide them with the education and support they need. China, in particular, is finding itself lagging behind, because its low-income communities are finding it hard to fund their education system and provide educational support to their children.

Editorial Credit: Hung Chung Chih / Shutterstock.com

Why is China Falling Behind?

China, one of the most rapidly developing economies and societies in the world, is also one of the biggest sufferers of massive income inequality.  Although urban cities in China boast some incredible educational institutes, there is estimated to be more than 40 million rural toddlers who do not receive adequate care and education, and are, as a result, left behind in the workforce.

Due to the incredibly rapid development of China’s economy, much of the rural generation was either pushed into working in factories or taking on other manual labour jobs. Although at the time, these workers have a relatively steady income, questions are being raised about what the state of these workers will be in 10 or 20 years, when educated workers will be much more in demand.

Nurturing the Future

So what has been done to target this problem?

Editorial Credit: Hung Chung Chih / Shutterstock.com

The national health commission and the Rural Education Action Plan (REAP), has introduced a new early childhood development program, called “Nurturing the Future”, in an attempt to target children growing up in low-income and rural communities in China, and encourage parents and guardians of children to provide better educational resources to their children at an earlier age.

In communities in which the average family can barely afford daily necessities, childhood education and support are not always of the top priority. This program works to teach parents and grandparents of children being brought up in these communities the necessity and importance of early childhood education, all the whilst finding affordable and viable methods to do so.

The Importance of Early Childhood Education

The program also involved a study into the importance of early childhood education on the cognitive development of children, and found that most educational growth occurs in the first three years of a child’s life.

Furthermore, the study found that “despite geographical differences, all young children’s development level is the same until they are six months old,” according to Luo Renfu the person who oversees the tutoring material for the “Nurturing the Future” program. This shows that regardless of whether a child is born into a high-end urban community in the heart of Beijing, or whether they’re born into a low-income family who makes a living off farming and manual labour, all children develop mentally in the same way, and thereof require the same education and development programs to aid in the growth.

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“One-third of rural children drop out of high school” because they can’t catch up after their bad start. The problem also stems from the fact that many of these children’s’ parents do not appreciate the importance of communicating with their children, even at an early age.

Furthermore, many of these children are left in the care of their grandparents, who are often illiterate and not capable, physically or mentally, to provide the support young children need, and as most parents have to leave their homes to pursue factory jobs in cities, this is the only possible course of action.

Economic Benefit of Early Childhood Education

Currently, China spends 0.2 percent of its GOP on early childhood education, even though its education budget was 4.3 percent of the GOP in 2013. Based on studies such as those done by the “Nurturing the Future” program, investing in children’s education at a younger age will pay off as they get older. As with building a house or setting up any other successful structure, the foundation is the most important aspect of a child’s education.

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“The job market in the future will be quite different”, says Zhang Linxiu, a researcher at the Chinese Academy of Sciences, and as the world market progresses, a different type of worker will soon be in demand in China. Although manual workers will always find their place in the workforce, demand for educated and skilled workers has steadily been growing as the pursuit for innovation continues. Ensuring that the future generation of workers is educated and skilled will not only best contribute to the economy, but to the social wellbeing of the community in general.

Providing early childhood education will be of economic benefit as it will cost less to provide an education at an early age rather than attempting to make up for the lost years of education and prepare them for a new educated workforce.

Even if we use just a small fraction of the energy we use to control China’s population in raising the demographic quality, China will see a brighter future, concludes Shi Yaojiang.

And hopefully seeing the positive results yielded by early childhood education programs will encourage other countries to implement such programs as well.

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What are you thoughts on China’s decision to invest in Early Childhood Education? Do you like their approach? Please share your thoughts and comments in the comment section below.  

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