What Happened to Kindergarten
What do I remember from kindergarten: graham crackers, milk, playing, toys, singing, music, dancing, coloring, and rest time? Today, kindergarten is very different. Teachers of very young children, in an increasing number of schools, are pressured to pack every moment of the day with structured, academically rigorous tasks. Kindergarten has become all work and no play in many school districts.
The Origins of Kindergarten
The word kindergarten comes from the German language. “Kinder” means children and “Garten” means garden. The term dates back to the 19th century. Friedrich Froebel started the first kindergarten, named Garden of Children, in 1840. Friedrich Froebel's vision for kindergarten truly encapsulates the essence of early childhood education. By likening children to flowers in a garden, he emphasized their individual beauty and the importance of nurturing their growth within a supportive community. Froebel's emphasis on play as a central aspect of learning was revolutionary for his time and remains a cornerstone of early childhood education today.
In Froebel's kindergarten, the classroom environment was carefully curated to stimulate children's imagination and creativity. By providing them with a variety of objects to explore and play with, he encouraged them to engage with their surroundings in a meaningful way. This hands-on approach to learning not only fostered the development of fine motor skills but also nurtured their social and cognitive development. Early kindergarten programs, inspired by Froebel's principles, offered children a rich array of activities designed to spark their curiosity and ignite their love for learning. Through games, drawing, singing, and other interactive experiences, children were able to develop essential skills while having fun and exploring their interests.
The role of the teacher in these early kindergarten programs was not one of strict direction but rather gentle guidance. Teachers supported children's exploration and discovery, allowing them to take ownership of their learning journey. This approach empowered children to develop confidence in their abilities and a sense of agency in their education. Overall, Froebel's vision for kindergarten laid the groundwork for modern early childhood education practices, emphasizing the importance of play, exploration, and hands-on learning in fostering children's growth and development.
What Happened to Kindergarten in the U.S.?
Several events changed the purpose of the early kindergarten classroom and its function.
The launching of the Sputnik by the Russians in 1957 brought about complaints in the United States education system, including the preschool and kindergarten level. This began the acceleration of academic skills included in the kindergarten curriculum to prepare children for later academic success.
The spotlight on the academic gap between children from low socioeconomic backgrounds and children in high socioeconomic backgrounds. To close the gap, kindergarten programs were established in low socioeconomic areas. Educators felt that a new rationale and methodology were needed in the kindergarten curriculum to close the American poverty gap.
A Nation at Risk report stated the nation was at risk of losing its intellectual capacity to the Japanese and urged them to take education more seriously. The goal was to develop the talents of all students starting from early childhood through adulthood. The publication of A Nation at Risk caused society to put education first on the agenda of the federal government. Public support began to increase for compulsory and tax supported kindergarten in the public schools.
Research conducted in the sixties led to results that confirmed kindergarten experiences correlated to academic success. As a result, the kindergarten school day included reading, writing, speaking, listening, arithmetic, science, social studies, art, music and physical education. The subjects were not formal but integrated throughout the day in various activities.
The issue of school readiness after the publication of Goals 2000: Educate America Act in 1994. The first goal stated all children would start school ready to learn, causing many states to raise the age of entrance into kindergarten. Retention entered kindergarten as well as high-stakes testing. Parents began holding back their children, especially boys, for a year ensuring that their children would be the oldest in the class and therefore perform better academically.
Because of these events, kindergarten classrooms look very different today. Kindergarten, in many school districts, is not the gateway to elementary school but the “new first grade.”
Why Play in K
Play is an essential role in a child's education. I discuss play thoroughly in my book “It Takes a Village to Raise a Reader.” There are two types of play: free play (unstructured) and guided play (structured). Free play is unstructured, spontaneous and filled with children tapping into their creative imagination. A bedsheet suddenly becomes a gown or a stick becomes a magic wand. Guided play, on the other hand, takes place in a prepared environment purposefully set up with materials to stimulate and support children’s curiosity and creativity. As the students move about, teachers observe, record, participate, and scaffold learning. Teachers use this information to plan next steps. Both are essential, and a wealth of quality research has found both free and guided play are critical to the development of children.
Play is not just a recreational activity; it's a fundamental aspect of learning and development, especially in the early years. Here's why play is so crucial in school:
Holistic Development: Play supports children's growth across multiple domains, including physical, social, emotional, and cognitive development. Engaging in various types of play allows children to develop a wide range of skills essential for their overall well-being and success.
Understanding the World: Through play, children explore and make sense of their surroundings. They learn about relationships, social norms, and cultural practices, while gaining a deeper understanding of the world they live in.
Expression and Communication: Play provides a platform for children to express themselves freely. Whether through imaginative play, storytelling, or creative arts, children develop their language and communication skills, and they learn to articulate their thoughts and feelings effectively.
Problem-Solving and Critical Thinking: Play encourages children to experiment, take risks, and solve problems. Whether it's building with blocks, solving puzzles, or engaging in pretend play scenarios, children learn to think critically and develop innovative solutions to challenges they encounter.
Creativity and Imagination: Play stimulates children's imagination and creativity. It allows them to invent, explore, and innovate, while fostering a sense of curiosity and wonder that are essential for lifelong learning.
Social Skills and Collaboration: Play promotes social interaction and cooperation, teaching children important skills such as sharing, taking turns, and negotiating. Through play, children learn to collaborate with others, build friendships, and develop empathy and compassion.
Joy and Well-being: Play brings joy and happiness to children's lives. It reduces stress, promotes positive emotions, and enhances overall well-being. By incorporating play into the school curriculum, we create an environment where children feel motivated, engaged, and eager to learn.
