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The New First Grade: Too Much Too Soon? Written by Peg Tyre Newsweek

The New First Grade: Too Much Too Soon? Written by Peg Tyre Newsweek Presented by Kimberly Barnhart. Story of Ashlyn Aske of Oakland, California. Bright Child, Age 5 Neighborhood School had a great reputation

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The New First Grade: Too Much Too Soon? Written by Peg Tyre Newsweek

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  1. The New First Grade: Too Much Too Soon? Written by Peg Tyre Newsweek Presented by Kimberly Barnhart

  2. Story of Ashlyn Aske of Oakland, California • Bright Child, Age 5 • Neighborhood School had a great reputation • By November, Ashlyn wasn’t measuring up. She could not read the 130-word list. • Ashlyn began to cry when trying to finish her homework. “I just can’t do it, Mama.” • Mom, Tiffany, began volunteering in class • Distraught at what she saw: • Kids falling asleep at 11 a.m. • Other kids were struggling also.

  3. Why are Kindergarteners and First-Graders being Pushed So Hard? You must meet the TESTING STANDARDS to get your funding!!! Our child is the brightest child ever born! No Child Left Behind by golly!

  4. Results • “First taste of failure before they learn to tie their shoes.” • School is more like an SAT prep—focused on testing. • Curiosity and life-long learning are no longer emphasized. • Politicians calling the shots. Are they qualified to do that? • Arts and sciences take a back seat to literacy. • Parents sending kids to school at an older age so they can “get a jump on the competition.” • Pressure is now shifting to even younger groups like pre-schoolers and even infants.

  5. What Teachers and Principals say • Teachers must balance between requirements of the state, the expectations of the parents, and the highly variable needs of the children. • “Teaching to Test” • “Too much testing too early…sucks the soul and spirit out of their children.” • So much emphasis on early grades, higher grades are suffering. • Social and emotional development are just as important as ABCs. • Behavioral problems result from frustrated students.

  6. Solutions? Great Britain—Experienced burn out, going back to basics. Chattanooga, TN—Magnet school with slowed down approach. Both are successful and passed the same proficiency tests.

  7. Pressure on testing leads to anxiety. Conclusion Stress is not conducive to learning. A child’s work is through play. Social and emotional needs must be met. They are only children!

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