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.

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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”.

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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.

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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.

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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!

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Whilst all schools have their own policies and expectations regarding homework, in my experience, even giving simple tasks the label of “homework” can whirl both parents and pupils into a state of concern. Ascribing a recommended 15 minutes reading under the umbrella of homework turns, what is highly beneficial and what should be highly enjoyable, into an arduous task. This is not an attitude towards learning that we want to project on our children at a young age. We need to look beyond the label of homework to what is being asked of the children and understand what the purpose of homework in primary schools is.

Homework should not be a series of pointless and boring tasks, the sole objective being to force children into learning at home as well as at school. Its purpose should not be to impose the teacher’s power over a child’s free time and it should not be something which should be rushed through in as little time as possible.

When executed well homework should:

• Allow children to consolidate and practice concepts covered in class maximizing teacher contact time in lessons.
• Comply with the adage that ‘little and often’ allows children to retain new information and concepts more securely.
• Provide teachers with information as to how well children know or understand a topic or are able to apply their learning.
• Allow children to widen the breadth of their learning through research which there may not be time for in class.
• Encourage children to be self-motivated and independent in organizing their own learning as well as instill the attitude that hard work leads to results.
• For younger children, homework instills the habits that they will need further on in their academic career when it will be a key determinant of their success.

Homework should not be a series of pointless and boring tasks, the sole objective being to force children into learning at home as well as at school. Its purpose should not be to impose the teacher’s power over a child’s free time and it should not be something which should be rushed through in as little time as possible.

So, how can you support children doing homework at home?

Never present homework as an onerous or negative task. This instantly makes it something which is then not seen as a positive learning experience.

Make it part of the daily routine.

Whether the task is learning some spellings, reading or an essay on evolution, carve out an appropriate time for it in the day. Producing written work in the car on the school run is not going to be the most productive environment but might be a good opportunity to discuss the topic and for your child to tell you what they already know, giving them an opportunity to subconsciously sort through a task.

Provide a distraction-free environment.

Homework needs to be done in a comfortable, distraction-free environment. The environment needs to be suitable for the task – if it is a written task, it should be done at a table but if it is learning something, the environment might need to suit your child. Whether it is playing catch and your child has to give a new fact every time they catch the ball (bit by bit building up the speed) or playing pairs to match vocabulary, it needs to be time well spent and accessible.

There is absolutely no point in standing over a child at a table forcing them to complete the requisite half an hour if nothing is going in. Little and often is best for learning something. Use post-it notes around the house so that they have constant reminders when they are brushing their teeth or putting on their coat. This will encourage the information to stick.

Do not do your child’s homework!

As a teacher, this is one of the most frustrating things to see. For starters, if the parent has answered the questions, I don’t know what the child can do on their own (the point of the task) and the whole exercise is a waste of everyone’s time. It can also damage their self-esteem as they feel unable not only to do the homework but to have any control as to how to manage that. If a child is stuck on a task, the teacher needs to know this. You can, however, help by talking and asking questions about the topic or ask questions which might jog your child’s memory. If you can see that your child has made some mistakes, don’t point them out.

Encourage them to check through their work and you could try questions such as: Tell me how you answered this question. Explain your method. How did you find this answer? These might enable your child to recognize their mistakes but if not, it is information to the teacher that the child hasn’t understood the work or can’t yet apply it independently. You could always jot a quick note to the teacher or arrange a meeting if you feel concerned about a piece of work or to let them know that they were struggling.

Never present homework as an onerous or negative task. This instantly makes it something which is then not seen as a positive learning experience.

Encourage an enquiring mind.

Learning doesn’t have to be confined just to ‘homework time’ and done on worksheets. If your child is interested in something, in particular, encourage them to find out some more. Encourage them to work out the cost of things when you go shopping and how much money to hand over. Ask them to read instructions from the cookery book and weigh the ingredients or read the signs around town to practice their reading skills. This enables children to see the reasons for the skills they are learning and practicing at school.

Don’t push it too hard.

Tears are not conducive to good learning. Take a break, come back to it and even if your child can’t finish the task, encourage them to try their hardest and have a go. If the recommended amount of time for your child to spend on their homework is half an hour, don’t push them to complete the task if it is going to take them an hour as this could put them off. Equally, if your child is enjoying their work and is engaged, there is no need to cut them off after half an hour but allow them to continue.

If you have any concerns, talk to the teacher.

This could be about the amount of homework, the time it is taking, or that you are not sure that it is pitched at the right level. Working together, you all want the best for your child and communication can be the best way to achieve that.

What are your experiences of homework and what are your tips for making it a positive learning experience? We would love to hear your thoughts.

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