Tuesday, June 02, 2009
The following is from Child Care Exchange. It is an interesting article on how people view young children and their ability to learn...
I encourage you to read the article and tell mw what you think...We overestimate children academically and underestimate them intellectually. Lilian Katz
"One of my worries about the growing focus on academics and school readiness in programs for young children is it keeps many teachers from seeing children’s innate, lively minds at work."
Thus Deb Curtis opens her provocative article, "Seeing Children's Lively Minds at Work," in the March/April 2009 issue of Exchange (now available on the Exchange home
page). She continues..."When teachers are overly concerned about teaching the alphabet and other isolated skills and facts, they may miss children’s serious approaches to tasks and voracious quests to understand the world around them. As Lilian Katz’s quote above suggests, children are more apt to be interested in intellectual pursuits than academic
lessons. I think clarifying the difference between t he two can help teachers see and appreciate children’s thinking, and in turn offer meaningful experiences that engage their lively minds.""Webster’s dictionary defines academic as 'very learned but inexperienced in practical matters,' 'conforming to the tradition or rules of a school,' and 'a body of established opinion widely accepted as authoritative in a particular field.' And intellectual is defined as 'given to study, reflection, and speculation,' and 'engaged activity requiring the creative use of the intellect.' Obviously it is important for children to learn appropriate academic skills and tasks, but rather than overly focusing on these goals, I strongly claim and enjoy my responsibility to help children become engaged thinkers, excited about the wonders around them. Young children bring an eager disposition to learn all of the time, so it’s my job to find ways to really see, appreciate, and further their intellectual pursuits."
"It’s easy to dismiss children’s explorations because they move quickly, make messes, and put themselves in seemingly risky situations. I have developed the practice of waiting before jumping into a situation to determine what the thinking might be underneath a child’s behavior. I have come to see that with most everything children do they have something in mind; a purpose or question they are pursuing. When I take even their smallest actions seriously, I am astonished at children’s deep engagement with the simple wonders around them; I notice they are studying and speculating, engrossed in the moment."
