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Final Project - Audra Barrick - Intro to Edu

Should children be able to read by kindergarten.

Audra Barrick

on 28 April 2010

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Transcript of Final Project - Audra Barrick - Intro to Edu

Every parent wants their child to be the best they can be. Greater than all the rest. The idea is,
the earlier the start,
the better the student.
If a child shows gifted signs and developmental growth at a young age,
they indeed will continue the pattern into school
and then their adult life. And we buy into it all... Toys are not just toys for children to play with. They have intentions, they have motives,
and they have expectations from the people that create them and the parents that purchase them.

Nothing is wrong with wanting a student to succeed…
but it is too much, too soon? Jean Piaget paved the way in the study of Cognitive Development. He developed theories that explained the developmental process from birth to adulthood. Categorizing four main stages as:

Schools act as assembly lines,
working to produce the perfect student.

Curriculum originally used in colleges are being used in high schools, concepts studied in high school now start in middle school, and on and on.

Kindergarten was originally an opportunity for children to come in as such, and through the process of the year, be prepared to enter elementary school as students. The lessons originally taught in first grade are now being pushed into preschool classes.

Consider a three year old being taught phonics and their corresponding sounds. Now, being that most children have not developed enough at that time to fully grasp abstract concepts, they would be continually taught and struggle though the same material for years.

That verses a child around the age of five
to six years of age, ready developmentally,
understanding and using the conspectus
right away.
The emotional differences between the two
students could immensely affect their
personal relationship with reading
and future learning.
Sensori-Motor (0-24 months)
Preoperational Thought (ages 2 -7)
Concrete Operations (ages 7-11)
Formal Operations (ages 11 and up) Stages can be found with alternative, yet similar names Audra Barrick
EDF 2005
Prof. Hibbard
Final Project Ask anyone at any age and chances are,
their responses will be something similar to, “Students do more now than I ever did at younger and younger ages.” Recently during a conversation with an Early Childhood Professor Szecsi, we discussed the struggles students could potentially face if they were introduced to the difficult concepts of reading before they were cognitively ready verses the benefits of presenting the material at a more appropriate age. be excellent, be outstanding, be skillful, be talented, be preeminent, reign supreme; stand out, be the best, be unparalleled, be unequaled, be second to none, be unsurpassed, outdo, outshine, outclass, outstrip, beat, top, transcend, exceed, better, pass, eclipse, overshadow; informal best, be head and shoulders above, be a cut above. To Excel: He believe that both biological as well as environmental characteristics played a part in a child’s devilment. His main point, circling around the concept of mental schemata; analogous or structures in which one intellectually understands or relates to their environment.

These schemata are constantly built upon and adapted as one grows. When faced with new information, one tries to see if their mental schema can accommodate it. If the information does not seem to fit, they will adjust their schema until the information is understood.

The growth and development is crucial. Skipping stages, or forcing the understanding of information before a child is prepared to take it in can be destructive. Preschool should be about socializing students, not used as an extra grade.

Looking at past results from the Program for International Student Assessment (PISA), which assesses 15-Year-Old Students in Science and Mathematics Literacy in an International Context, one can see that the United States is not ranked very high.

In 2000, the U.S. ranked 15 out of 31 countries in the reading literacy section. That was the lowest ranking of all English speaking countries.

In 2006, the test showed
U.S. average score: 474
OECD average score: 498
(IES 2009)
Though preschools differ, the main requirement for working in the U.S. is certification through an on-line course. A main focus is to, if the child does not already know, teach letters, sounds, and beginning reading words.

That compared to the highest-ranking country, Finland, who puts so much emphasis on the correct structure of Early Childhood Education, a master’s degree is required to teach.
They do not introduce the concepts of letters or words until first grade.

As a teacher, it is vital that one is aware of the development process, and allow students to learn and grown in their own time.

It is crucial that the fundamentals are learned, and time is allowed to develop the student as well.
Elkind, D. (1981). The hurried child; Growing up too fast too soon.
Massachusetts: Addison-Wesley Publishing Company.

Elkind, D. (1987) Miseducation. New York: Alfred A. Knopf.

Ies national center for education statistics. (2009) Retrieved from April
10, 2010 to April 28, 2010 from

Kagan, S. L., Zigler, E. F. (1987). Early schooling: The national
debate. New Haven: Yale University Press.

Kirsch, I. (2009). PISA reading literacy: An insider’s view.

Wadsworth, B. J. (1971). Piaget’s theory of cognitive development.
New York: David McKay Company, INC.
Pictures used: (T. Szecsi,personal communication, April 21st, 2010)
Works Cited Baby Einstein Book

Bell picture


Jean Piaget

Phonics Poster



Your Baby Can Read
Welcome to School Elkind (1987)
Full transcript