|DEY Panel at NAEYC|
On Twitter this week, a teacher asked DEY why our concerns regarding the Common Core State Standards and young children are being ignored. One big part of the puzzle is money. The Gates Foundation has spent $200 million dollars creating and promoting the Common Core State Standards. And corporations such as Pearson are laughing all the way to bank. Political commentator/comedian John Oliver described Pearson has having a “shocking amount of influence over American schools” in this scathing report on standardized testing. And POLITICO reports that Pearson “has reaped the benefits: Half its $8 billion in annual global sales comes from its North American education division. But Pearson’s dominance does not always serve U.S. students or taxpayers well. A POLITICO investigation has found that Pearson stands to make tens of millions in taxpayer dollars and cuts in student tuition from deals arranged without competitive bids in states from Florida to Texas. The review also found Pearson’s contracts set forth specific performance targets — but don’t penalize the company when it fails to meet those standards.” Read more.
It is incredibly difficult to break through all the money that is flowing in support of the Common Core, in order to get our message across. This recent letter to the editor of the Boston Globe by DEY’s director Geralyn Bywater McLaughlin helps illustrate what we are up against (published July 21, 2015 under the title A David-Goliath clash over what’s best for young kids):
CHRIS BERDIK does an excellent job outlining Defending the Early Years’ arguments against the Common Core standards for kindergarten in the June 14 Ideas piece “The end of kindergarten?” He also reports on the support for the Common Core from another nonprofit, Student Achievement Partners.
Here are some important additional notes for your readers: Student Achievement Partners was founded by David Coleman, Susan Pimentel, and Jason Zimba, lead writers of the Common Core. In 2012 Student Achievement Partners was given $6.5 million in grant money from the Bill and Melinda Gates Foundation. In fact, the Gates Foundation has spent more than $200 million to implement the Common Core.
Defending the Early Years was founded, in 2012, by a coalition of concerned early-childhood educators who saw the writing on the wall and wanted to fight back. Last year our operating budget, all from donations from our supporters, was about .006 percent of what Student Achievement Partners received from the Gates Foundation in 2012. Our mission is clear, grounded in research, and based on what is best for young children.
Geralyn Bywater McLaughlin
Director, Defending the Early Years
It is true that here at DEY we have a tiny fraction of the budget that the CCSS promoters have, but what we DO have is early childhood expertise, experience, and decades of research on our side. The only thing we are working to promote is what is in the best interest of young children. And we are concerned that this entire focus on the Common Core has become a distraction, based on fallacy, from the underlying inequalities brought on by poverty. In fact, the CCSS has created another layer of stress in the lives of children – many of whom are already growing up with toxic stress.
With our limited budget, we have already reached millions of people with our three research-based advocacy papers published this year. We are making some noise and are pushing the conversation in the right direction. We want to do more and we need to keep going. For example, we are starting to translate some of our work into Spanish. We know this is important and we are committed to making it happen. If you are moved to support DEY with a tax deductible financial contribution, now is a great time. We have actually have a summer special (see below). We also urge all of DEY’s friends and supporters to continue to fight the good fight and to speak out with well-reasoned arguments in defense of developmentally appropriate curricula, standards and assessments for our young children.
- Donate $50.00 – we will send you a copy of Lively Minds!
- Donate $100.00 – we will send you two reports – Lively Minds and Reading Instruction in Kindergarten: Little to Gain and Much to Lose
- Donate $200 or more – we will send you all three reports! Lively Minds, Reading Instruction in Kindergarten: Little to Gain and Much to Lose PLUS Kamii’s paper on the CCSS math standards K-3!
Today we release a new report, Selected Standards from the Common Core State Standards for Mathematics, Grades K-3: My Reasons for Not Supporting Them by Dr. Constance Kamii. In this report, Kamii shows that the Common Core math standards for grades K-3 are not grounded in the large body of research on how young children learn mathematics. Dr. Kamii is a member of the DEY’s National Advisory Board and a leading scholar and researcher studying children’s understanding of mathematics.
Read a two-page summary of the report here.
Dr. Kamii’s research and pedagogy have been the cornerstone of early childhood math education for decades. She starts with the theory that math is made up of mental, logico-mathematical relationships. While these relationships can’t be taught directly, teachers help children construct them when they encourage children to think as they engage in activities and interact with hands-on materials. Dr. Kamii’s goal for math education is for children to become independent thinkers.
Dr. Kamii has worked for many years with early childhood teachers, experimenting with new ways of stimulating children’s independent thinking. She has described many kinds of specific activities. She has also conducted systematic research to assess how well children understand mathematical concepts as a result of doing these activities. In the process, she has developed a solid sense of the kinds of mathematical concepts that children can be expected to construct at each grade.
In this report, Dr. Kamii explains that most of the CCSS are written as if the authors are not aware of logico-mathematical knowledge; they seem to think that the facts and skills in the mathematics standards can be taught directly. Dr. Kamii goes on to explain why the CCSS are set at grade levels that are too early. She selects specific standards for each grade from kindergarten to grade 3 and shows, based on her research, why young children cannot grasp the mathematical concepts these standards require. Dr. Kamii’s explanations are thorough and grounded in child development research and understandings. They will give any interested reader a deep appreciation for the term “developmentally inappropriate.”
According to Dr. Kamii, in an effort to meet the standards, teachers will try to accelerate learning by directly teaching specific and too advanced concepts and skills. This, she explains, will result in empty “verbalisms” – children learning by rote what they don’t truly understand. Children will learn to accept answers on the basis of what teachers and books say and will lose confidence in their own ability to think for themselves.
The powerful ideas found in Dr. Kamii’s paper are echoed in the recent essay released by Defending the Early Years in April, 2015 called Lively Minds: Distinctions between academic versus intellectual goals for young children by Dr. Lilian G. Katz (Katz, 2015). Dr. Katz is Professor Emerita of Early Childhood Education at the University of Illinois (Urbana-Champaign). Dr. Katz is Past President of the National Association for the Education of Young Children, and the first President of the Illinois Association for the Education of Young Children. She is an influential leader in the field of early childhood education.
In Dr. Katz’s paper, she explains the importance of intellectual goals for young children and contrasts them with academic goals. Intellectual goals and their related activities are those that address the life of the mind in its fullest sense – reasoning, predicting, analyzing, questioning – and include a range of aesthetic and moral sensibilities. Academic goals, on the other hand, involve mastery of small discrete elements of disembodied information designed to prepare children for the next levels of literacy and numeracy learning. Items designed to meet academic goals rely heavily on memorization and the application of formulae versus understanding. As Dr. Katz explains, intellectual dispositions may be weakened or even damaged by excessive and premature focus on academic goals.
In Dr. Kamii’s critique of the Common Core Math Standards, she shows how many of the standards further academic goals but not intellectual goals. Many of the standards she describes require children to master discrete bits of information and rely heavily on rote learning. For Dr. Kamii, genuine math learning engages children’s intellectual dispositions. In her opinion, the CCSS redirect education away from thinking and genuine meaning-making and focus it on more limited academic goals.
For both scholars, Dr. Katz and Dr. Kamii, an appropriate curriculum for young children is one that supports children’s in-born intellectual dispositions, their natural inclinations. In Selected Standards from the CCSS for Mathematics, Grades K-3: My reasons for not supporting them, Constance Kamii makes plain that most of the CCSS involve logico-mathematical knowledge and are therefore not directly teachable. Dr. Kamii also maps out clearly in each of the examples why specific standards for the early grades are set at grade levels too early and are therefore developmentally inappropriate. She asks why the authors of the CCSS did not consider the large body of data available from research. And she concludes that any teacher of children in grades K-3 would easily understand that the standards are too hard for most children.
At Defending the Early Years, we are persuaded by the evidence from early childhood experts about the many failings in the CCSS for young children. We therefore call for removing kindergarten from the Common Core and for the convening of a task force of early childhood educators to recommend developmentally appropriate, culturally responsive guidelines for supporting young children’s optimal learning from birth to grade 3.
In the wake of the Common Core academic push down on America’s kindergartners, a new report by Lilian G. Katz argues that excessive and early formal instruction can be damaging to our youngest children in the long term. Today, Defending the Early Years is proud to release Lively Minds: Distinctions between academic versus intellectual goals for young children.
Author Lillian G. Katz, Professor Emerita of Early Childhood Education at the University of Illinois, argues that the common sense notion that “earlier is better” is not supported by longitudinal studies of the effects of different kinds of preschool curriculum models. Furthermore, her report maintains that a narrow academic curriculum does not recognize the innate inquisitiveness of young children and ultimately fails to address the way they learn.
“Young children enter the classroom with lively minds–with innate intellectual dispositions toward making sense of their own experience, toward reasoning, predicting, analyzing, questioning and learning,” says Dr. Katz.
“But in our attempt to quantify and verify children’s learning, we impose premature formal instruction on kids at the expense of cultivating their true intellectual capabilities – and ultimately their optimal learning.”
While the report concludes that an appropriate curriculum for young children is one that focuses on supporting children’s in-born intellectual dispositions, some basic academic instruction in early years is needed. “Academic skills become necessary for students to understand and report on their own authentic investigations,” explains Katz. “These skills can then serve as a means to the greater end of fostering and advancing children’s intellectual capabilities.”
Watch and share this video about this new report!
Download and read the full report here: Lively Minds: Distinctions between academic versus intellectual goals for young children
Help us spread the word about the importance of intellectual pursuits for young children using social media!
#CCSS replaces wonder with worksheets, investigation with memorization. Preserve the lively minds of children! https://www.youtube.com/watch?v=e53S8dnh0IM
Premature academic instruction comes at a cost for youngest students @dey_project https://www.youtube.com/watch?v=e53S8dnh0IM #2much2soon
Earlier is not better. The lively minds of children are dulled by mindless bubble filling @dey_project #2much2soon. https://www.youtube.com/watch?v=e53S8dnh0IM
We are rethinking academic vs. intellectual goals. Earlier is not always better. @dey_project #2much2soon https://www.youtube.com/watch?v=e53S8dnh0IM