Have you noticed that things happen in threes? Well, the other day I saw three articles – one in the news, one on Facebook, and another on Twitter – all talking about the same thing! Naturally, I took that as a sign….there’s a there there. What’s more, I need to write about it.
Pop Quiz!
What skill set did researchers find to be most important in predicting whether a kindergarten student would eventually obtain a college degree?
- Reading and Listening Skills
- Computer Literacy and Math Skill
- Social and Emotional Competency
If you said C, you are exactly right! Although it seems counterintuitive, a recent study found that social and emotional skills are a stronger predictor of success – in academia and in life – than being an early reader, a math whiz, or a computer genius. Sharing, empathy, resolving conflict…those are the skills that really matter.
Policymakers are convinced, however, that in order to compete on the worldwide educational stage, our children need more – and earlier – academic intervention, along with lots of high-stakes tests to demonstrate proficiency and hold teachers accountable.
Most educators are familiar with Gerry Brooks, the principal-comedian whose hysterical YouTube videos help teachers relieve stress by laughing at the day-to-day craziness we experience. He rifts on things like lunch duty, parents, teacher stereotypes, and other hot topics. His video about kindergarten assessments is one of my favorites. (Yes, you read that right….kindergarten assessments!)
Unfortunately, although we poke fun at what’s happening in education, it’s really not funny.
It’s sad.
And scary.
And it’s our children who are paying the price.
In spite of the research about the importance of the Arts in education, we’ve eroded these programs in our schools. In spite of the evidence that children need to MOVE, we jettison PE and recess in the name of punishment or remediation.
Sure, our children have computer skills, but they can’t converse face-to-face. They can spell, but they don’t say please or thank you. They can pass a test, but they aren’t kind to one another. They (might) graduate with the content knowledge to secure a job, but they have no soft skills.
We pass laws, spend money, (claim to) increase rigor, start earlier, eliminate “fluff” like Art and Music, and yet, we don’t seem to be making any progress – the US still ranks 24th in literacy and 17th in educational performance, while simultaneously boasting the highest crime rate, according to this database. Perhaps it’s time to try something new….radical even.
WHAT IF….wait for it….we let our preschoolers play?
Let them explore, run, imagine, climb, build, share, and laugh? What if, instead of flash cards and worksheets, we gave them a sandbox and shovel? Or, a tree and a stream?
Erika Christakis, author of The Importance of Being Little: What Preschoolers Really Need From Grownups, writes, “Play is the foundational building block of human cognition, emotional health, and social behavior. Play improves memory and helps children learn mathematical problems in their heads, take turns, regulate their impulses, and speak with greater complexity.”
In other words, play not only prepares us to learn – playing IS learning, and it might be the most important type of learning we do! What could be more valuable than learning how to get along with others…solve problems…demonstrate kindness and empathy? One need only watch the evening news to understand that our society seems deficient in social/emotional skills.
I’ve written before about the power of play with regard to adults, but it’s even more critical in children, because it comes naturally to them. In other words, we need to allow our children to be children!
- The Finnish educational model calls for a 15 minute break every hour, and guess what? Last year, Finland ranked #1 in education on the Global Competitiveness Report.
- Singapore, ranked #4, pays special attention to PE, Art, and Music, according to Prime Minister Lee.
- Dutch children, who were rankest happiest in the world, don’t get much homework until secondary school. Netherlands was ranked #5.
Do you see a pattern? I understand…it seems counterintuitive to reduce instructional time, but as the saying goes: If you keep doing the same thing, you will keep getting the same result. Perhaps it’s time to try something new!
Written by : drallisonbrown
Spot on Dr.
Why, thank you Louie!
here, here. I actually guessed C. I think parents also have to start being more involved getting their kids off devices and pleases and thank yous. I am still surprised when on the bus how many young people sit in the seniors sits and don’t get up when a senior gets on – heads down on their devices but no excuse. What are we doing?
Wow, Brenda. That’s disappointing that they aren’t even being taught respect for elders. I do fear that technology and social media are causing us to be completely self absorbed.
Now I’m experiencing that kind of coincidence–I just heard someone say yesterday how social and emotional skills were the most important for children to practice. And here it is in your post.
My son’s school is particularly focused on kindness. It’s one of their core values–and a public school. They reward children for pro-social behavior through a “golden ticket” offering with a pancake breakfast treat. My son values earning these rewards more than any of the academic ones. At least here in Minnesota I’m seeing some good signs. Though it worries me that too much focus on academic achievement in schools and too much screen time at home will cause problems for society down the road.
Your post brought so many good points to light. Thank you!
I’m glad to hear that your sons school is focusing on kindness! Hopefully, we can start to counteract some of the other negative junk. Ideally, these kids will grow up to value being kind as it’s own intrinsic reward, for the wonderful feeling it produces, since it puts us in touch with our true nature.
The forest kindergartens here in Germany take this information to heart. They are pretty amazing.
Cherie, what is a forest kindergarten? We’ve had a number of German exchange students but I’ve never heard them talk about this.
Interesting Allison. Over here (Belgium), children go to school from two and a half years old, but don’t really start “learning” until they are six. So there’s plenty of play. On the other hand, the Belgian education system is heavily academic, with little space on the curriculum for the arts, music, drama etc., which is a shame.
Hmmm, that is interesting, Denzil. We hosted a Belgian exchange student (from Brussels – French speaking), but we didn’t have that conversation. She was very smart, but we didn’t talk about what happens (happened) in the earlier years. I’ll have to ask her. Do you think it is the same in each of the three regions of Belgium?
I can’t tell you how much I love and respect this post, Dr. Allison! For the past few years, I have been reading book-after-book and journal-after-journal on the importance of play. There really is no substitute for learning, physical health, mental health, or happiness. I’ve even come across journals that studied the importance of play in adults. There is so much I could write here about the importance of play and getting outside, but I have a feeling you already know much of what I would write about. So, I’m going to go and share this post everywhere, including my fb page. Well done!
That’s such a nice compliment coming from you, Erin! Earlier posts of mine have indeed covered the importance of play for adults. As moms and educators, I think we are on the same wavelength!
You talk about kindergarten assessments but when I was a Head Start teacher the Bush administration came out with ones for preschoolers!!! Thankfully it only lasted a short while before saner minds prevailed.
OMG! Shannon, that is crazy! I just keep wondering when decision-makers will start seeking out the opinion of educators, who specialize in child development.