pc@hplabsb.UUCP (05/02/85)
As a parent looking at preschools, I am amazed and disheartened
at the prevalence of highly structured, academically oriented
programs for little ones! We ship our kids off to their formal
education for 12 to <infinity> years, where they are drilled and
filled with packaged skills and formulas for success. They are
a success in this environment if they can regurgitate accurately
and skillfully. When they finally emerge (if they emerge), the
lucky ones have mastered those skills.
It's not that one observes neurotic or depressed children in the
academic environment; kids will learn any way its shoved at them.
But they are being denied the few years where they could be
exploring their own unique creative styles. During years critical
to language development, they are more focused on academic activities
than social interaction. In such structure, can they develop the
rich experience of learning cooperation, negotiation, sympathy,
communication? Will they be free to discover how they learn best?
The only environment for a child to discover and explore these
essential interpersonal skills is with others of the same or similar
age, facilitated by a sensitive careprovider.
And while I'm on a roll, is there a way to get through to preschool
(heck! any school) teachers that imposed discipline negates self
discipline?
Patricia Collins
HP Labs/Palo Alto CA
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{ucbvax|duke|hao|allegra}!hplabs!pcdjr@brunix.UUCP (David Rosenzweig) (05/05/85)
Summary: Expires: Sender: Followup-To: Distribution: Keywords: This is in regards to the article lamenting the fact the preschools are too academically oriented and that teachers should not impose discipline because it undermines self-discipline. I have put 2 kids through preschool and I have another on the way. In my opinion, academic preschools do not stifle creativity. There are good and bad schools, good and bad teachers, etc. It is bad schools and bad teachers that stifle creativity. Also, we must remember that our 3-year-olds are only in school a few hours a day, not including weekends. There is plenty of time at home for unstructured playing. During these times, it is the father's and mother's responsibility to provide the environment that they see fit. Discipline starts at home, too. It's nice when a 3-year-old exhibits proper social behavior (at home or in school). More often, parents and teachers need to step in.
rwh@aesat.UUCP (Russ Herman) (05/09/85)
> Patricia Collins > Our kids ... are drilled and > filled with packaged skills and formulas for success. They are > a success in this environment if they can regurgitate accurately > and skillfully. When they finally emerge (if they emerge), the > lucky ones have mastered those skills. I don't know where or when you went to school, but when I did, at least SOME of the time was devoted to teaching me basic tools like reading and math, and how to think. Sure, it was a waste of time for me to have to learn the major exports of every South American country (this is growing up in Florida in the late 50's), but it seems to me that there is less of that going on than there was before. As for packaged skills and formulas for success, what's wrong with that (if there are such things). I want my kid to be a success, although success at what will ultimately be his decision: whether it's doctor, plumber, artist, or real estate salesman will be based on his interests and abilities. > But they are being denied ... exploring their own unique creative styles. Not so. You can't explore without tools for expression. What programs such as Doman's does, in part, is to give the child tools earlier than conventional wisdom believes they can be acquired. > ... can they develop the rich > experience of learning cooperation, negotiation, sympathy, communication? This is kind of funny, coming up in the community in which it has. We "computer types" are supposedly (and probably even somewhat are, as a generalisation) deficient in these areas. I don't think it's terribly impaired our success. > ... is there a way to get through to preschool (heck! any school) > teachers that imposed discipline negates self discipline? Probably not, because it just isn't so. Show me a kid who was born disciplined. That's a matter of habits, and habit training is best started early. That's why I'm looking for a good Montessori preschool for my son (turning 4 in Oct.) - he sure can't learn self-discipline from my example (*sigh*). -- ______ Russ Herman / \ {allegra,ihnp4,linus,decvax}!utzoo!aesat!rwh @( ? ? )@ ( || ) The opinions above are strictly personal, and ( \__/ ) do not reflect those of my employer (or even \____/ possibly myself an hour from now.)
tron@fluke.UUCP (Peter Barbee) (05/09/85)
It's time for my two cents (at least I think so). I'm wondering about the long term effects of attempting to produce smart babies. Do they grow up to be smart kids? ...smart adults? I guess it seems to me that kids learn most all of what is available at a time when it is "right" for the particular kid to learn it. It may be possible to "teach" things to children earlier but what is the true effect? Are patterns of thought and logic taught or is it just facts? What is the point? Will it make the parents happier or the kids? No answers, just questions. Peter B