Peggy Orenstein
About a year ago, I made the circuit of kindergartens in my town. At each stop, after the pitch by the principal and the obligatory exhibit of art projects only a mother (the student’s own) could love, I asked the same question: “What is your policy on homework?”
And always, whether from the apple-cheeked teacher in the public school or the earnest administrator of the “child centered” private one, I was met with an eager nod. Oh, yes, each would explain: kindergartners are assigned homework every day.
Bzzzzzzt. Wrong answer.
When I was a child, in the increasingly olden days, kindergarten was a place to play. We danced the hokey­pokey, swooned in suspense over Duck, Duck, Gray Duck (that’s what Minnesotans stubbornly call Duck, Duck, Goose) and napped on our mats until the Wake-Up Fairy set us free.
No more. Instead of digging in sandboxes, today’s kindergartners prepare for a life of multiple-choice boxes by plowing through standardized tests with cuddly names like Dibels (pronounced “dibbles”), a series of early-literacy measures administered to millions of kids; or toiling over reading curricula like Open Court — which features assessments every six weeks.
According to “Crisis in the Kindergarten,” a report recently released by the Alliance for Childhood, a nonprofit research and advocacy group, all that testing is wasted: it neither predicts nor improves young children’s educational outcomes. More disturbing, along with other academic demands, like assigning homework to 5-year-olds, it is crowding out the one thing that truly is vital to their future success: play.