Under the Common Core State Standards (CCSS) the snowball has escalated into an avalanche which threatens to destroy appropriate and effective approaches to early education. The kindergarten standards, in use in over 40 states, place huge emphasis on print literacy and state bluntly that, by the end of kindergarten, children are to “read emergent-reader texts with purpose and understanding.” Large amounts of time and money are being devoted to this goal, and its impact is felt strongly in many preschools as well.

Many children are not developmentally ready to read in kindergarten. In addition, the pressure of implementing the standards leads many kindergarten teachers to resort to inappropriate didactic methods combined with frequent testing. Teacher-led instruction in kindergartens has almost entirely replaced the active, play-based, experiential learning that we know children need from decades of research in cognitive and developmental psychology and neuroscience.

When children have educational experiences that are not geared to their developmental level or in tune with their learning needs and cultures, it can cause them great harm, including feelings of inadequacy, anxiety and confusion. A grandmother from Massachusetts told this story:

My 5-year-old grandson adored his play-based preschool, but it was a different story when he started an all-day, very academic, public kindergarten. From the first day he had mostly worksheets and table tasks, which he said were “hard.” On the fifth day of kindergarten he refused to go to school, locked himself in his bedroom, and hid under his bed!