The Disturbing Transformation of Kindergarten

Whoops. I posted the name of my website incorrectly. It should read http://www.personalassistedlearning.info. I apologize for the error.
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NOVEMBER 12, 2014 AT 9:57 AM
In addition to values I see and have experienced with the 45-15 scheduling, I agree that the half day sessions for kindergarten children is the way to go. Sadly, here in Oregon, the system is bending to an all day program and trying to figure out the possibility of developing pre-K. If they would go back to the half day scheduling for the better emotional/play values for these youngsters, they could double the use of the classrooms without added costs.

I will go even further to suggest that half days for all students would be ideal. If this were done, the schools would avoid the need to expand facilities. This is assuming that the schools would develop personalized education that can result in getting better results than the schools are now “achieving”. I invite readers to read my Better Schools articles in one of my homemade websites at http://www.personalizedassistedlearning.info . This description is further developed there, along with other self-help materials. There are proven ways to do better than what the schools are presently doing now!

Americas Education Watch

nclbOne of the most distressing characteristics of education reformers is that they are hyper-focused on how students perform, but they ignore how students learn. Nowhere is this misplaced emphasis more apparent, and more damaging, than in kindergarten.

A new University of Virginia study found that kindergarten changed in disturbing ways from 1999-2006. There was a marked decline in exposure to social studies, science, music, art and physical education and an increased emphasis on reading instruction. Teachers reported spending as much time on reading as all other subjects combined.

The time spent in child-selected activity dropped by more than one-third. Direct instruction and testing increased. Moreover, more teachers reported holding all children to the same standard.

How can teachers hold all children to the same standards when they are not all the same? They learn differently, mature at different stages – they just are not all the same especially at the…

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