Online Preschool? Surely you jest.

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I was once called an education technology pioneer, probably because there wasn’t anything I wouldn’t try at least once if it seemed like it might be a good fit for my students. Drawing on my experience in the private sector, and as an Instructional Technology Specialist in public schools, I embraced the idea that technology was a tool and there was a core of programming that should be in every student’s technology toolbox.

This article, An Online Preschool Closes a Gap But Exposes Another, published in the New York Times, however, indicates to me that educational technology has gone too far.

Briefly, the article tells of less-affluent communities who are embracing a Pre-School curriculum developed by Waterford. You can learn more about the mission of this non-profit here and read more about their partnerships.

While “preschool for all” should be must be a priority for US education, replacing a face-to-face preschool with screen time and 15 minutes of technology programming bothers me. I agree, every child should have access to preschool. As an early grade educator, I recognize that the fact that many communities that cannot and do not offer a quality preschool program puts some young children at a disadvantage which is difficult to overcome.

For some communities, offering universal preschool education through public schools is a matter of economics. There just isn’t adequate public funding for the public schools to offer preschool programs to every family wanting to send a child to preschool. Community budgets are strapped, and there are as many reasons for short funds as there are preschoolers, so community leaders do as the mayor in Fowler, California has done: offer a freebie program for online preschool access.

While I understand that this may seem like a good idea on the surface, it is not. In an effort to ensure every child can read by Grade 3, academics are being foisted onto 4 year olds. That is wrong.

The question is: Just what should a preschool program look like? Should a preschool be 15 minutes of drill and kill on a computer? Who is deciding which computer-aided skills are taught? I ask this because I was stunned to discover the Waterford program teaching silent letters as a phonics skills appropriate for preschoolers. When I actively taught Grade 2, “i+gh” for example was a second grade skill, not a preschool/pre-reading skill.

Preschool, in my opinion, should be heavily weighted toward teaching children to get along with each other, to share and take turns, and to learn appropriate group social behaviors. Preschoolers should also be allowed to learn by experiences; those experiences are important to everything that comes later in learning. Preschool children need to form a strong, compassionate, relationship with the adults teaching them. A positive preschool experience sets the stage for lifelong learning attitudes. These are the things a 15-minute daily online preschool program can never provide.

Our education leaders, in fact all of us, need to step up efforts to make an affordable universal preschool experience available to all who would like one, and stop relying on questionable “free” software to fill in the gap.

More is Less

depth of field photography of p l a y wooden letter decors on top of beige wooden surface

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Sometimes I wonder if we’ve lost our collective minds when it comes to early childhood education.  This morning, I found this well-written article, from January 2016’s Atlantic: “The New Preschool is Crushing Kids“.  Thoughtfully written by author Erika Christakas, the idea that our education system has shifted from a “protected” childhood to a “prepared” one resonated. Ask educators and you will hear that what used to be taught in second grade, is now a requirement for first grade. First grade expectations are have moved down to kindergarten. And preschool? Yes, preschool is filled with academic skills.  It’s the trickle down theory of education.

According to Christakas though, all of this new “rigor” may not translate into academic success.

New research sounds a particularly disquieting note. A major evaluation of Tennessee’s publicly funded preschool system, published in September, found that although children who had attended preschool initially exhibited more “school readiness” skills when they entered kindergarten than did their non-preschool-attending peers, by the time they were in first grade their attitudes toward school were deteriorating. And by second grade they performed worse on tests measuring literacy, language, and math skills.

Could it be that by forcing young children to perform academic skills at such an early age is killing their curiosity and love for learning?

Our schools seem to focus on the “cognitive potential” learners, even those of a very young age. When test scores are published and reported, we hear about gaps in achievement between advantaged and disadvantaged learners.

In my experience, such gaps are a function of a child who needs more time to experience the world, to learn the language used in school, to converse, to listen, and to experiment. It troubles me that in place of deepening and enriching the experiences of young children, young learners are subjected to more seat/paper/desk work. In an impatient rush to boost test scores and school ratings, there has been a misguided effort to push academic skills and concepts earlier and earlier at the expense of learning that is developmentally appropriate.

I was taught that just because you can, doesn’t mean you should. I believe our edu-crats need to take heed of this adage. More is definitely less for our youngest learners.