The title of the post pretty much sums up what i observed in one of the early childhood centers i visited earlier this week. The center, a part of a larger chain of preschools, boasts of a standard curriculum that has been tested. it claims to draw from various philosophies and pedagogies…talks about the importance of focusing on the child, keeping a good child-teacher ratio…the coordinator at the center definitely spoke the talk, used the right terms and displayed a fairly good understanding of early childhood, developmental benchmarks and appropriate practice, the need for the right kind of program etc.
The center was well set up. There was enough space, the furniture was child friendly, the class had a ton of displays on the walls, there were 2 teachers per class and each of them had a maximum of 4 kids (per teacher).
And yet, somewhere between the very wonderful ed-speak, the seemingly well thought through setup and the actual implementation and delivery there seemed to be a deep incomprehensible chasm.
The class functioned entirely on rote learning, constant repetition of every piece of information. The children had absolutely no opportunity to talk or respond, let alone to process or question. The group i was with were all 3 yr old and throughout the session the only movement i found them allowed to do was a trip to the washroom before and after lunch.
There was no art, no craft, no work with gross motor skills. There was a decent and well equipped play space outside but i was told that they got to use it only twice a week. The remaining days were for “music and movement” which as my observation showed translated into everyone sitting in their places and listening to two teachers singing (droning monotonously) repeating everything twice. That was certainly not music and there was absolutely no movement.
Surprisingly even lunch was an extremely quiet affair. The kids barely tried to interact. If they did they were asked to be quiet and quickly finish their food.
They did writing (yes- at age 3) using chalk and a slate. The teacher basically held each child’s hand and had him write alphabets.
I walked out depressed…i was clearly part of a system that is failing our kids…badly. I agree that most of the population cannot access resource rich school because of financial considerations, i recognize that the gaps are huge, the road looks and is bumpy, that there is so much work to do to prepare the child for grade school. Yet, the only thing i see us doing is completely stealing their childhood, depriving them of the right and the ability to think, process, assimilate and grow. The industrial revolution has come and gone and we are still struggling with the aftermath…struggling so much that we see this approach as the only way to help our kids!?
And I feel that the system, the parents..we are all to blame. I see parents pushing kids into classes, parents demanding teachers to get their 3-4 year olds to do formal writing … i see preschools not thinking twice about their fancy philosophies and pedagogies and they do rapid turnarounds to have children start reading and writing as early as they possibly can…even if that means holding their little fingers and forcing them to do it. Plato would shudder, Rousseau too…and i am certain that Dewey, Montessori, J.Krishnamurthy (who everyone is happy to call their inspirations) would be aghast at what their philosophies not look like. Reggio Emilia is an approach – not just a room called an atelier, there is much more to Montessori than the learning aids..and don’t even get me started on project based learning, inquiry or experiential learning.
It’s time for us to take a step back…all of us – parents, teachers, school leaders, educators and policy makers…what do we really want for our children? Because it really fails to make sense right now. And it all starts in the early childhood years…that’s the crucial foundation. Let’s give ourselves and our kids a chance. Let’s allow them to be kids while we are at it. And let us make ourselves and the system accountable to our children – we need to recognize and demand much better and more meaningful early childhood care and education…because we can make that change if we really want to.