Get Schooled

By Gwinnett Educator

June 24, 2008 8:40 AM | Link to this

I taught Pre-K in the Dekalb school system before being pushed to another grade (thats ANOTHER story and it happens very often to keep from paying teachers a higher salary).

Anyway, I can truly tell you, that during one of my visits from the state (office of school readiness) I was told by the evaluator that if “Johnny” doesn’t want to do something (at that time, put together a puzzle he had taken out) then he doesn’t have to. My job was to just “socialize them” and get them ready for kindergarten. (sigh) So in other words, let them PLAY!

I had also been told by many kindergarten teachers that they could tell who had been in PreK the yr before because all those students wanted to do was play.

From what I saw, the program is not equal. I knew of Prek teachers that were able to do a lot of age appropriate academics with their students, but I was written up for giving homework AND sent to observe another teacher because I was “too” structured. GO FIGURE.

Another damper..too many people coming to your classroom if you are in the school system. You have your own school adminstrators who want to see XYZ in your classroom, the county officer supervisor, and the people from the state.

By Ernest

June 24, 2008 9:34 AM | Link to this

I’ve observed and experienced what Gwinnett Educator mentioned in their post. I was initially under the impression that Pre-K was to help get students academically prepared for Kindergarten however the emphasis seemed to be more on working on socialization skills and ‘staying in the line’. I recall asking the Pre-K teacher about adding more academics and was told they weren’t supposed to do too much in that area.

My younger children went to a private Pre-K and didn’t seem to have the same restrictions with respect to academics. IMO, they were far more prepared for ES as a result of that.

I’d be interested to hear from any Pre-K teachers in the blogsphere to see if my perceptions are indeed reality.

By jim d

June 24, 2008 10:09 AM | Link to this

Let’s just look at the areas where we once led.

Universal pre-k

Georgia pre-k is not universal and it never truly has been due to a limited number of available slots. Which also explains the enrollment issue.

high-quality standards,

When there are no other programs to compare it is relatively easy to claim high standards. now with other states jumping into pre-k the bar has been raised.

per-child expenditures

choke-choke! Let’s see—pre-k = lottery funds + politicans = greater expenses.

That ones no surprise.

But are we slipping? I really don’t think so, however I do believe that we’ve failed to keep up, and that dear friends given the educational atmosphere in Georgia really isn’t a surprise either.

By Tony

June 24, 2008 12:02 PM | Link to this

Our schools have had great success with prek using High Scope as the basis of our curriculum. Our kindergarten teachers can easily tell if a child has been in prek because they are more prepared for school, not because they only “want to play”.

When jim d says we’ve failed to keep up, I agree. But, I construe that to say yes, we are slipping. In my opinion, if you do not keep up, you are getting behind.

PreK is not intended to be an academic preparation program and I’m very glad to move teachers out of that program who are out of synch with what 4-year old children need. Some teachers are not cut out for helping that age group. (Some people aren’t cut out to be teachers at all, and I’m more than happy to help them find other careers.)

The political push has been to privatize prek and this is being accomplished by the budget limitations placed on school systems. Private operators are given unfair advantages while school systems are robbed of resources if they have prek programs. Schools must pay teachers according to the mandated teacher salary schedule. Private operators do not. Schools are not reimbursed for any building and maintenance expenses. This includes utilities and transportation costs. This is why schools pull out of the prek program.

While prek is beneficial to many children, I do not believe universal prek is appropriate. Many families are able to provide much better opportunities for their children than prek ever could.

When the lottery was instituted, it had a three-pronged mission: PreK, Technology, and HOPE. Today, only two prongs remain: PreK and Hope. Since hope has become an entitlement program for middle class kids to go to college and since these families are highly influential politically, I don’t foresee any changes to the priorities.

By Gwinnett Educator

June 24, 2008 12:28 PM | Link to this

Mazarky was my supervisor and I questioned why was it ok for the PreK students to do the things they were doing at one of the theme schools but yet, I couldn’t help children trace their names, etc.

I enjoyed my yrs in PreK. What I had a problem with was why were the bottom of the barrel schools (like the one I was in) was expected to rely on the parents to help them write their names, or do activities that they KNEW wouldnt happen. (cutting apples and painting with them to make designs). In my mind, I was seeing children so unprepared even at age 4, why on earth would I just let them play while at school, eat lunch and take a nap.

Yes, we were under High Scope..however after meeting PreK teachers throughout the county..I soon realized that we were not equal. (and they KNEW that)

By thomas

June 24, 2008 12:45 PM | Link to this

Georgia is failing behind in its Pre-K. But it has fallen behind in its K-12 education. Why? Because we are not truly committed to serving ALL students.

Cobb County discontinued its Pre-K program in the public schools last year. Why? Because the majority of the children served were from lower income Black and Hispanic homes on the south side of the county. You see, black and brown children are of little importance to the people of Cobb County. But what people fail to realize it that the failure the educate all children hurts us all. The Cobb County School system is on the Needs Improvement List because of the academic performance of black and brown children. It’s not the well to do white and Asian children in East and West Cobb that is the problem. It is the less wealthy people in South Cobb who are in critical need of assistance.

The state Pre-K program had the greatest potential to raise up the children from lower and working class homes (black, white, brown, yellow, etc.). The middle class already was working with and grooming their kids for success. They are the ones who DON’t need pre-K. They do “Pre-K” at home. It’s the people who work all day who need the state Pre-K.

By Pre-K teacher

June 24, 2008 2:33 PM | Link to this

What needs to be done to improve Pre-K? This should should be asked of each Pre-K teacher in the state funded program. State Senator Dan Weber feels that the pre-k money is a good investment. Supplies, anyone? The ratio is 20 children to 2 teachers, but Kindergarten is 15-2. Why?? “Show me the money”!!The private centers participate in the Pre-K program to increase their after school programs and aren’t concerned about the education of the child. Do the owners and/or directors have any interest in the education of the child? Do they have educational backgrounds or degrees in education? The Pre-K teachers are NOT state employees, but are required to be certified. They don’t receive the same benefits as a teacher in the local school district, unless the Pre-K is located at the local school. Why?? “Show me the money”!! The Pre-K needs to be a part of the local school district and changes should happen immediately! My heart is in teaching and I would love to teach again at the Pre-K level. Just answer some of my questions.

By JD

June 24, 2008 2:46 PM | Link to this

It’s asinine to say that middle class people don’t need pre-K, thomas. I don’t know any middle class people that DON’T work all day. I think you’ve confused the middle class with the upper class (e.g. super-monied trust fund babies).

Anyways, the difference isn’t economic - it’s the priorities people set. Parents of all demographics can CHOOSE to turn off the TV after work and spend time preparing their child for school. Pre-K is meant to further help children with their skills, not to be a cheat sheet for poor parenting.

By flipper

June 24, 2008 2:55 PM | Link to this

Gwinnett Educator… uh… they are FOUR YEARS OLD… they are supposed to be playing!!!!! That’s how preschoolers learn… I would think you would know that..being a preschool teacher and all….

My kids didn’t even know their alphabets when they started K. They sure did know how to play though.. .and well. They also knew an awful lot about fairy tales, King Arthur, elves, blocks, paint, legos, Lincoln logs, chalk, scooters and play grounds.

They are all in the gifted programs at their schools and straight A students. Imagine that!

ACADEMICS IS NOT NECESSARY FOR FOUR YEAR OLDS!!!!! Play is essential though. TV is poison.

By Mike K.

June 24, 2008 3:03 PM | Link to this

Just out of curiosity what are kids taught in Pre-K and Kindergarten?

By JeremiahWright

June 24, 2008 3:19 PM | Link to this

My four year old starts in Aug., so I’m about to find out!

By Mother of 3

June 24, 2008 3:36 PM | Link to this

2 of my kids went to Pre-K and they were able to write their whole name, address, phne # etc. I think with the work of a GOOD TEACHER and GOOD PARENTS they will be prepared for Kindergarten. My daughter was into that I want to play stage and her teacher and I kept working with her until she bacame interested. Pre-k works but parents have to help it work.

By KR

June 24, 2008 3:38 PM | Link to this

Thomas, it has nothing to do with Cobb county, so leave that alone. We need to look at the state instead.

I have spoken with an owner of a quality child care facility who dropped the GA funded pre-K program due to insufficient funding. His choices were to either provide a quality education and lose money on the GA funded program, or have a shoddy environment and not provide a well-rounded education on the GA funded program, or go private. He went private.

The GA funded program is just not well thought out realistically and does not provide enough funding for a facility to follow the requirements and do a good job at that.

And for you short-sighted neanderthals who think that academics aren’t needed, my child not only reads at a third grade level before she even starts Kindergarten plus she is very creative, knows all about fairy tales, hopscotch, building towers, planting gardens, painting, exploring outside, and climbing jungle gyms. Maybe it helps that she watches no TV and only 2 movies a month…

By phr

June 24, 2008 3:42 PM | Link to this

Mike K. My son just finished kindergarten and is expected to read now. He should also know the 100 Dolch words, colors, be able to count to 100. They also were taught to add and take away. My son’s kindergarten teacher said that she taught this curriculum to 1st graders 10 years before.

So, that being said, Pre-K is the new kindergarten. Socialization is part of it, learning how to follow rules, plus academics.

By Karen

June 24, 2008 3:58 PM | Link to this

Wow. For once, I am thankful I have a preschooler in special education with a teacher who knows what she is doing.

By fer

June 24, 2008 4:57 PM | Link to this

Flipper, your comments are very wise. Play is SO important. I cannot stress that enough. I have two degrees in early childhood education, and one of my professors was an expert in play. Kids don’t get the chance to play much anymore — there’s no play involved in watching TV, and then as soon as they get to school, they are expected to sit in chairs all day and do academics. A good pre-K program incorporates learning into the play, but play is essential.

By Kids

June 24, 2008 5:29 PM | Link to this

GE:

I agree with another poster - let kids be kids. Pre-K (and Kindergarten, too) should focus mostly on play. We should let kids be kids. Formal academic study can and should wait till Grade 1, in part because Grade 1 is the first year of compulsory education in GA.

By Minnesota Grad!

June 24, 2008 5:37 PM | Link to this

The main reason for Pre-K is socialization. That is the bottom line! Based upon the research, there is no academically significant difference at the end of kindergarten between children that went to Pre-K and those that did not attend Pre-K. Check your research Georgia!!

By sml

June 24, 2008 5:49 PM | Link to this

The biggest problem with Georgia’s “universal” Pre-K is that it is NOT! Truly universal programs would be open to ALL with EVERY one who wanted in getting in - NO LOTTERY!

By DKB

June 24, 2008 6:04 PM | Link to this

Both of my kids attended pre-k at private daycare centers (2 different ones). They were bored to death in Kindergarten because they went over everything they’d already learned the previous year again. In fact, it was the 3rd time around for some subjects, because they’d been taught it in the 3 year old class as well as pre-k.

So, obviously, the program is not equal. I’d rather they were overkill like the programs my kids attended than the ones that just played, though. My kids have just finished 3rd and 6th grades. Both did extremely well in all their classes, exceeded most CRCT areas and met the others. This is in Forsyth County. Don’t know what the rest of the state is doing…

By thomas

June 24, 2008 6:13 PM | Link to this

I believe it that school is made MUCH MORE complicated today than it needs to be. Funny thing is that after all the hoopla and silliness. Teenagers graduating from high school today know about as much (or maybe even less) than I did in 1990.

Think about it. Back in the 70’s and 80’s, there was no Balanced Literacy, Cooperative Learning, Brain Based Learning, New Math, Guided Reading, Hands-On Activities, Computers, Technology, Reduced Class Sizes, a* kissing, groveling teachers, and other dissembling and “modern teaching techniques.” My schools were strictly traditional, “old school.” Yet we learned how to read, write, solve fractions and algebra, and basic history and math.

The new Georgia curriculum is too complex. Personally I think it and schools are MADE to be unnecessarily difficult and pedantic. Why do people need to know trignonometry and calculus in order to function in the world? Even most college students don’t need to know physics. You should see what our garbage is forced down our fourth, fifth, and sixth graders’ throats.

By Gwinnett Educator

June 24, 2008 6:28 PM | Link to this

I understand PLAYING..trust me I do. I didnt want nor expect the 4 yr olds to come to school and sit and start writing,etc. However, when you speak with the Kindergarten teachers in the school asking what is it that you want them to focus on, etc..you will find that they will need to learn a few things.

By playing all day, I mean come in..eat breakfast, play music, dance around, go to centers, eat lunch, nap, outside, go home.

There needs to be some structure. Children need to learn responsibility. The writing center isnt just about going in and scribbling on paper. Have them words for them to practice copying associated with the words on the week. House keeping center, have writing materials out so that they can make a grocery list (of course, your items are labeled in that center).

Maybe I just view things differently after teaching in the school where I was. The children already knew how to “play” that was the problem. The main ones playing all day were the ones that went to Kindergarten and had to repeat.

The reference to the child and the puzzle (he is one that repeated kindergarten), why allow a child to pull things out and not be responsible for putting them back? If the puzzle was too hard to put back together, my para and I always assisted, but they had to put forth effort also.

So trust me, I understand the concept of playing. I spent much of my own money purchasing real items so that they could have even more exposure. The letter P you say? Pineapple, papaya, pears, etc were bought from the farmers market for the taste tests, etc. We played..we danced..we had a great time..however, there is a time to sit and focus (if it is story time, large group time or whatever) So may disagree and on that..we will have to agree to disagree.

I have worked with too many low children that didnt know their full name, how old there were, let alone a letter of the alphabet. These are the children that arent getting anything at home and will go to Kindergarten unprepared and start the failing then.

By Gwinnett Educator

June 24, 2008 6:37 PM | Link to this

Oh, I forgot, that my “tainted” view on what they were supposed to be doing is based on what my school required (again in Dekalb) The kindergarten children were expected to complete writer’s workshop complete with writing pieces that the teachers had to write commentary on and complete a writing portfolio (narrative, informational, procedural, etc).

Flipper- I taught prek in the 90s. I expressed myself from the experience at a Dekalb County school (which happened to be America’s Choice at that time). I will stand by what I experienced at that time at that school. Maybe if Prek was balanced throughout the county, my thoughts would have been different. But I was truly sick and tired of students that knew the latest rap songs from BET, MTV, elsewhere, but couldnt tell me their first and last name.

By Ronda

June 24, 2008 6:57 PM | Link to this

As a former Pre-k teacher I get so sick and tired of 2 things, parents/educators saying children should just play and my child played in pre-k and they are in gifted programs now. There is alot expected of a child in kindergarten and just letting them play is an injustice to that child. Not all children can transition from pre-k to kindergarten without the skills needed and be able to succeed.

The word that Georgia should be repeating is “exposure”. You cannot expect children to learn it all but exposing them to a world wealthy of information and sending home tools for overworked and underimaginative parents is necessary. A teacher can even make learning fun and like play …gasp what a novel idea.

By sw

June 24, 2008 8:19 PM | Link to this

To the person who says there is a ratio of 15-2 in K classes…where is this mythical land and are they hiring? My K class this year had 20 students, as did all my teammates. Also, yes it is VERY obvious in the beginning of the year who had pre-k and who did not, but the previous poster is right by the end of K (with a good teacher) there is not much difference. And I have to say an AMEN to Gwinnett Educator about the song lyric statement…one of my biggest pet peeves is when they can rap every song on 95.5, but don’t know what the letter “G” is or how to count past 10. ARGHHH!!!

By SallyB

June 24, 2008 9:28 PM | Link to this

Well, sw..I have to agree.. We did a little informal study a few years ago in my school, where quite a few kindergarten students arrived already able to read.
A couple of kindergarten teachers were of the opinion that by the time children reached the third grade, their teacher would not be able to distinguish those children who could read when they arrived for kindergarten from those who could not read, but did have some knowledge of ABC’s, numbers, etc. n 8 weeks into 3rd grade, none of th 3rd grade teachers made even one correct choice.

By Henry

June 24, 2008 9:39 PM | Link to this

Henry County runs the state Pre-K at childcare centers. It seems to be working very well. There are always slots for those who are interested in attending. Some centers are seen as more desirable than others, but the most important thing is that free pre-K is available for all those who are interested. I chose to send my child to private school for curriculum reasons, but maybe Cobb should consider trying the child care center approach to pre-K. It seems to work! (And it also offers working parents child care options too!)

By Shannon

June 24, 2008 9:42 PM | Link to this

The Georgia Pre-K program is a joke! When my husband and I were deciding between GA Pre-K and private, we sat in on both classes while in session. The private pre-k program had the students learning how to write their names while the GA program had the back door open and the kids running in and out of the classroom. Needless to say we chose private. While my child was learning to write her name, to count to 100, fractions, and learning how to read simple sentences, GA pre-k was making mud pies. My child just completed Kindergarten. She can write a complete sentence, is reading on a second grade level, and learned simple geometry. She can play when she gets home. School is for learning.

By Shannon

June 24, 2008 9:49 PM | Link to this

The GA Pre-K program is a joke! When my husband and I were deciding on the GA program vs. private, we sat in on both classes. The private pre-k were learning to write their names while the GA pre-k had the back door open and the kids were running in and out of the classroom. Needless to say we chose private. At the end of pre-k our daughter could write her name, count to 100, learned fractions, and could read simple sentences while the GA pre-k was making mud pies. Our daughter just completed Kindergarten. She can write her full name, a complete sentence, is reading on a second grade level, how to add, subtract, and simple geometry. She can play at home. School is for learning.

By CAT

June 24, 2008 10:19 PM | Link to this

BRIGHT FROM THE START IS THE PROBLEM

I teach Pre-k and we are told not to teach academics. It’s babysitting, unless you teach the students when the Bright from the Start supervisors are not around. Many schools are being told to do this by their principals because the students are not as ready for “K” as they should be. Sadly, Head Start has a better curriculum plan for their students than Bright from the Start. Those students are excelling at much faster rates. The paperwork required in Pre-K is extreme as well. We work all day with no break, taking annecdotal notes that can not be used for anything. This program is a waste of money and energy. There are pleny to programs that could be used that truly help students be “school ready”.

I’ll tell you this. It doesn’t take 180 days to teach kids how to play together, go to the cafeteria, line up for the restroom, and raise their hand when they need to speak. They pretty much have this down after the second weeek of school.

By everydayjane

June 24, 2008 10:56 PM | Link to this

If a child can sit and listen, a child can learn…

By ConcernedParent

June 24, 2008 11:41 PM | Link to this

And what is wrong with emphasizing academics for a 4-year-old who is ready for the challenge? I agree with Shannon who said school is for learning; kids can play at home. If all GA Pre-K offers is “socialization” and “playtime,” then I am fortunate I have the means to send my son to a private preschool where he is reading at a 1st grade level, counting to 1,000 and learning continents and countries. I wish all of the GA Lottery money could be used to provide this type of program to everyone regardless of income.

People, the U.S. is sorely lacking in its educational system. If we don’t start focusing on academics early in life, we will never catch up to the rest of the world.

By concerned citizen

June 25, 2008 1:22 AM | Link to this

Please put your valuable children in private pre-K, in a quality center. It will cost considerably more than public pre-K, but the program is so superior to the “lowest common denominator” mentality of public programs.

My oldest child wasted a year in public pre-K, which was all I could arrange for her at the time, and she had already learned everything that was covered when she was in private 3-K (we moved to a new area after 3-K). My youngest went to A-Beka pre-K and was reading at three and reading 3.8 grade level in Kindergarten. Good private pre-K should be the goal, even for children whose moms stay home.

Also, don’t underestimate the value of the trusting relationships that children can form with pre-K caregivers/teachers !!

By jim d

June 25, 2008 4:24 AM | Link to this

Let me point out one little flaw with Ga.’s pre-k program that is obvious from just reading many of the above blog comments.

People once again have taken this as an entitlement program. Once again are looking for government to raise their children. What the hell’s the matter with some of you? Just get off your a* and do your job, raise your own kids and get them ready for school. It is not that difficult nor is it that time consuming. I’d dare say pre-k is doing nothing more for your kids than you are capable of doing and probibly a hell of a lot more qualified to do.

By Lauren

June 25, 2008 8:03 AM | Link to this

I am a strong advocate of public education in this country but I draw the line at pre-k. When I was little we started school in first grade and then sometime later they pushed it ahead to kindergarten and now we want them to take on our four year-olds? Ridiculous! This is childcare, plain and simple. Any schooling at this age is more enrichment than education and I don’t think we should be taking these education dollars away from older children who desperately need teachers, materials and more programs. If you want your four year-old in some type of school then pay for it yourself or have fun teaching him/her at home. Kindergarten is plenty early for formal schooling. As far as early education, my daughter learned to read in kindergarten. There are some kids in her class (she is a rising fourth grader) who learned to read when they were three or four. You cannot tell the difference between those kids and my kid. Relax, enjoy early childhood and don’t worry about starting formal education so early. It is not necessary.

By Politics Aside

June 25, 2008 8:13 AM | Link to this

Where I come from, Pre-K is a fastball low and away, setting up the high heat to get the K.

Is Special K the Pre-K for special needs children?

Is KKK the University of Imus?

I’ll be here all week.

By Ms. D

September 11, 2008 6:12 PM | Link to this

Wow, I thought I was the only one grumbling about the Bright from The Start Pre-K Program. This is my second year as Lead Teacher in a Private sector school that implements the BFTS Program. Yuk! Put my book bag up in my cubbie, potty, wash my hands w/music transition (play)+ Breakfast w/music transition (play)+ free play for who have finished eating (play)+ required Large and Small Group activities (play)+ Nine Centers for an hour w/music transition(play)+ Art? (no teacher taught projects just students’ creations (junk produced with expensive materials)+ Lunch w/ music transition+ 3 required music and movement activities during the day (play)+ 3 required story times with puppets or finger play or costumes (play)+ Outside (play)+ Nap or play+ Snack+ Mom comes to take me home (play) = One hyped child who has heard music or finger plays all day long, fed and milked to death, my picture was taken all week while I played. My scribble writing was collected and hung up in the classroom along with “my pile of glue and a string” art piece. The teacher wrote down what I told her it was. A car, of course. I played inside and outside, danced, sang songs, and watched goofy puppets tell me stories. I can not tell you my middle name and I still want to answer to my nickname Scoot. Follow directions? huh? What are they going to do? Expell me? Ha! Mom does not work but she is here at the end of the day to pick me up. I think I will play when I get home. I think the babysitters (uh, teacher and TA look as if they want to see me gone).

True to life- that is all we do. The BFTS program keeps the students TOO wired during the day. Too much junk (touching mud, sand and grass, making “goo”, making edible snack animals for science, making noice shakers for music and watering a plant, etc.) used in Small Group Activities. I teach them Feliz Navidad song (Spanish), we eat Tacos and Spaghetti, visit the King Center in Atl. and wear Japanese kimonos we made in school and I get a Not Met? Not enough Multicultural activites? What more can my four year students do? TOO MANY TOYS in each center! Too much music, poems and finger plays all day long to change gears. No stuctured academic time nor dittos allowed. So, no tracing letters and numbers to learn to write. And, no learning to color within the lines. None of the students’ Art work is understandable even to their parents. There are no adorable bright clowns, balloons painted in different colors, green frogs, orange pumpkins or red apples. Parents look at me strangely as if all those pieces of construction paper with globs of black crayon scribble drawings are what I have been teaching their child throughout the semester. I noticed last year’s parents were genuinely concerned with what their child could really do. This year is starting out the same. They ask about homework for their child that I can not assign. The students are not guided into a true understanding about school readiness. Bright From The Start? No, the students are not.

By kai

October 15, 2008 9:17 AM | Link to this

The problem with “Play, Play, Play” arises when you have some states that are now failing Kindergarten students.

Our education officials cannot send out conflicting messages to their educators to have pre-k play, nap and socialize, all year long, yet fail these students when they reach Kindergarten level and they are unable to write their names, count to 10, recognize basic colors etc. It makes no sense whatsoever.

Maybe its high time someone started investigating the qualifications and credentials of our education hierarchy officials who are sending out these mixed and conflicting messages to educators and parents.

By kai

October 15, 2008 9:21 AM | Link to this

The problem with “Play, Play, Play” arises when you have some states that are now failing Kindergarten students.

Our education officials cannot send out conflicting messages to their educators to have pre-k play, nap and socialize, all year long, yet fail these students when they reach Kindergarten level and they are unable to write their names, count to 10, recognize basic colors etc. It makes no sense whatsoever.

Maybe its high time someone started investigating the qualifications and credentials of our education hierarchy officials who are sending out these mixed and conflicting messages to educators and parents.

By gerry

December 28, 2008 9:47 PM | Link to this

I came from a school in Florida that taught the abeka program in pre-k It was a private school. When the children went to kindergarten, parents commented that all the teachers knew where the kids came from we had a well balance program. Play and academics. The children were very proud of themselves and so were the parents. Georgia is short changing the students in pre-k. and spending too much time on anecdotals than focusing on what is most important-Preparing the children

By lyne

March 27, 2009 1:44 PM | Link to this

In 2009, I’m a little surprised that some parents are okay with their children just playing at 4. What do you think 4 year olds in China, India and Nigeria are doing? And yes, I said Nigeria. The most educated immigrants in the U.S. are west Africans. My point is that a 4 years old, structured learning is critical. My daughter is 3 years old. She can spell and write her name as well as mine. She knows commands and short sentences in Spanish. Whatever they learn in Spanish, they are also taught to “say” it in sign language. The children are constantly engaged in fun activities, but learning is taking place. This is a private school and after reading some of these posts, she may need to stay there for pre-k.