States tend to look at their subjects as machines that need to be tested and, if
found to be deficient, fixed.
I'm not in favor of such intense testing of kindergarten age children. Some
boys, especially, don't come into their own scholastically that early.
Learning is good, but pressure is not. It could teach them to dread school,
already a problem for a lot of young men. Put me down for a disagree on this
It is interesting that they have identified the symptom, but what is really the
problem?Is it that the mothers that are at home with the children
are not teaching them much of anything before they get into kindergarten? Or is
it that so many parents are sending their kids to daycare where they are just
allowed to "free range" without being taught anything? Or is it
somewhere inbetween.So the kids don't know what they should,
but what is the cause. Without knowing the cause of the problem, you can't
do anything to figure out a solution.
Redshirt,I agree, that we need to identify the cause, and
intuitively I think we all know what the cause is. Fifty years ago when I was a
'pre-school" child the most important thing in most parents lives were
their children. Parents, Grandparents, older siblings all read to children
daily in the majority of homes. Children learned many skills through play.
Today, more and more parents are not involved in their childs life, the child is
in day care for the majority of the day and when the get home from work, they
are tired, so they allow the tv to be the babysitter for the child. Reading is the key to everything, and study after study show that students who
were read to during the pre-school years score much higher all the way through
school than those who were not read to. Parents need to engage in their
I know several people from Oregon.None of them are worried of
incoming kindergartners.Could this be another political game greater
Since the brain is hard-wired for language acquisition, assessments for oral
lexicon at kindergarten are a good base-line for educators. Studies show that
some students have a 5,000-word oral lexicon at entrance to K. Others have 500
words. Those who have a large oral lexicon in another language may have few
words they understand in English when they start school. THAT is useful data to
for educators. Add longitudinal studies (e.g. Maryland's students) of how
successful those three groups are K-12 (we've got a plethora of tests &
assessments these days) and educators could make some intelligent decisions re:
Assessments? Doesn't take a rocket scientist to find a good base-line.An experienced teacher knows within a week.