• Home
    Home This is where you can find all the blog posts throughout the site.
  • Categories
    Categories Displays a list of categories from this blog.
  • Tags
    Tags Displays a list of tags that have been used in the blog.
  • Bloggers
    Bloggers Search for your favorite blogger from this site.
  • Archives
    Archives Contains a list of blog posts that were created previously.
  • Login
    Login Login form

Posted by on in What If?

1950s schoolchildren sitting at desks 777x388

One of my least favorite sentences in the entire universe is some version of “It’s always been done this way.” Just by typing it I can feel my blood pressure rise!

Why, I wonder, would anyone find that to be a suitable response to any question? In my opinion, it’s not a reasonable explanation for the continuation of any practice. And I find it particularly maddening when it’s used as an excuse – whether spoken aloud or not – for continuing to make children sit still to learn!

I imagine that when school was first conceived, the easiest thing to do was simply to have the children seated in rows, with the teacher at the head of the classroom. Mind you, I don’t consider “easy” to be a good-enough reason for much, either. But back then they didn’t have any research upon which to base their decisions. The same cannot be said for today’s decision makers.

Today, we know that sitting for more than 10 minutes at a time makes us tired and reduces concentration. We also know – thanks to the work of impassioned educators like Eric Jensen – that honest-to-goodness attention can only be maintained for about 10 minutes or less. So, how could anybody consider sitting for long stretches at a time to be ideal for learning?

...
Last modified on

Posted by on in What If?

child and computer 1450x725

I’m not a fan of fear tactics. In fact, I often can be heard railing against them, as I believe the media’s obsession with them has made parents paranoid and forced children into a childhood that doesn’t look remotely like childhood should.

Take, for example, the belief that earlier is better. Whether we’re discussing athletics or academics, parents have come to accept as true that if they don’t get their children involved in as much as possible, as early as possible, their little ones will fall behind and never live up to their full potential. Because of this belief, far too many children are being asked to do that for which they’re not developmentally ready. The result, far too often, is frustration and failure for kids, and even an intense dislike for whatever it is they’ve been asked to master – like reading and physical activity!

Another myth under which today’s parents are laboring is that it is a dangerous, dangerous world and they must be ever-vigilant to prevent their children from being snatched, or worse. And why wouldn’t they believe such a thing, when the evidence seems to be irrefutable? Whether it’s via traditional or social media, we’re receiving constant messages about child abduction and stranger danger. But the fact remains that stranger danger is yet another falsehood and children today are no less safe than they were when I was a kid (which was a very long time ago). But how are parents to know that? How are they to believe statistics when our society has become so adept at instilling fear?

One of the consequences of this particular myth is that children aren’t being allowed to take the risks that were once a natural part of childhood – and growth. Autonomy and the ability to problem solve are among the characteristics being sacrificed at the altar of overprotection.

...
Last modified on

Posted by on in What If?

Recently I had the unique experience of being interviewed by a middle school student. Jacob had found me on the Internet because he was researching recess and wanted to ask some questions for his project.

Of course, recess is one of my favorite topics so I agreed to give him some time. What I didn’t know until we were on the phone was the reason behind his project.

It seems he and a friend (a student with special needs) had had a small incident on the playground during the 10 minutes or so they get to hang out after lunch. As a result, not only have he and his friend been denied recess, but the whole school is having it withheld!

I was momentarily rendered speechless (a rare occurrence indeed) – and I’m still beyond stunned. I mean, what the hell? How could any administrator/decision maker believe that that’s an appropriate reaction? That this is a logical consequence?

...
Last modified on

Posted by on in Early Childhood

school line 1

It’s funny, the things we assume. It seems that there are certain understandings/beliefs we possess that we imagine everyone else possesses as well. But of course that’s an unrealistic expectation.

This was brought to light for me recently when I held a conversation with early childhood expert and preschool director Deborah Stewart. We were talking about transitions in early childhood settings – those many periods during the day when the children are moving from one subject, or one place, to another. Experts have contended that transitions can be an accumulation of wasted time. And anyone who works with groups of young children knows how chaotic they can become.

To address both of those issues, I’ve always believed that transitions should be planned, just as other parts of the day are planned – that, with just a little imagination, transitions could be both manageable and meaningful.

Those beliefs seem reasonable to me, but Deborah made a couple of observations during our discussion that took me by surprise.

...
Last modified on
Posted by on in Early Childhood

alg classroom kids

The list of consequences for kids forced to sit too long is a lengthy one. Among other things, sitting is now considered as detrimental to health as is smoking (the human body was built to move!). Research also has shown us that sitting increases fatigue and reduces concentration, neither of which is an optimal condition for learning. And we all know that young children need to physically experience concepts to best understand them. So, when I tell you that too much sitting in classrooms also leads to an inability to master body and spatial awareness, you might think that it’s no big deal, considering the other consequences.

But let’s ponder it. As adults we use our body and spatial awareness to navigate through the world. We can (usually) walk down a crowded sidewalk without bumping into a lamppost, or maneuver our way around trees on a crowded ski slope. We find our way to work and through large shopping malls. We fit our cars into narrow parking spaces or garages and, more importantly, keep our cars from coming into contact with other cars, people, or objects. We understand the social customs that dictate we not be like the “close talker” depicted on an episode of Seinfeld. We understand that some people do not want to be touched. And when a hug or a handshake is appropriate, we’ve learned how strong and how long it should be.

These are lessons that cannot be learned by sitting at a desk. Like so much else in early childhood, body and spatial awareness must be experienced and practiced if they’re to develop fully. When a baby is born, we realize she doesn’t come equipped with a perfectly functioning proprioceptive sense (awareness of her body in space). That’s why we play “I’ve got your nose,” “This Little Piggy,” and knee-bouncing, lifting, and spinning games with her. But when she starts navigating her way through the world via crawling and walking, the only consideration we give to her spatial sense is whether or not she’s going to bang into the coffee table. And if she doesn’t – or doesn’t continually – we take for granted that she’ll be able to successfully navigate her way through the world.

And maybe she will. But we’ve all had children in our classes who line up too closely to one another, and who bump into everyone and everything. We’ve all had children whose desire to “crash and go boom” overrides any respect for personal space. Who hug or tag or poke too hard. Who view themselves as clumsy or uncoordinated and therefore lack confidence in their physical abilities. And many a child has shown up in second or third grade not knowing his elbow from his shoulder, or unable to distinguish the difference between a lowercase “b” and a lowercase “d.”

...
Last modified on