As a kindergarten teacher, I find that most people are surprised when I tell them how much is expected of five-year-olds these days. Most of us remember kindergarten as a place for coloring, playing with playdough, and taking naps. The majority of our time was spent running around the recess playground and learning how to make new friends.
Nowadays, the majority of time in kindergarten is spent in academic pursuit. In one seven-hour day, my kindergarteners get exactly 20 minutes of free play and 20 minutes of rest time. That is 40 minutes of unstructured play, out of 420 minutes, each day. The rest of the time is spent on academics – reading, writing, phonics, spelling, math, computer, library, music, art, gym, and a small bit on science and social studies. (That doesn’t include 20 minutes for lunch and 40 minutes for recess each day – but lunch and recess are a chaotic whirl of overcrowded, yelling groups of children, which hardly counts as downtime for a kid.)
While I am a firm believer in the importance of learning throughout the day (I am a teacher, after all, and I love teaching Writers Workshop and Guided Math and everything else), I am also constantly frustrated with how much is demanded of these little guys. By the end of the school day, my students are visibly exhausted, both mentally and physically. And many of them go home to even more structured activities, like gymnastics and soccer practice and piano lessons. I know this is a much lamented problem, but the level of concern doesn’t seem to be changing our expectations of kids in school. As a public school teacher, I can attest to the fact that what is expected of my kindergarteners (from my district administration, from state standardized testing, from Common Core standards) is unreasonable, and is too much.
Think about what you remember most from elementary school. For me, it’s the weeks we spent studying the rainforest in third grade, learning about beautiful animals like quetzals that require our protection. Or the time in sixth grade that we dressed up and acted out the Greek myths, turning over our desks and building props out of cardboard and paint. What will kids remember from my kindergarten class? If I followed the required curriculum to a T, they might remember lots of time spent writing and editing personal narratives, identifying the number of vertices and sides of a 3D shape, and learning the difference between plywood and particle board.
Don’t get me wrong – these are important endeavors in learning. But I think they need to be balanced with time for free play and exploration. There is so much evidence out there already on how children learn best through play, but play time is decidedly NOT written into the curriculum.
I realize that most of what I’m expected to teach is currently at the whim of politics and corporations. I am fortunate, though, to teach in a school with a very supportive principal who trusts teachers, and gives them room to use their professional judgment on the best way to teach children. Therefore, I have made it my goal this year (and all the years in the future) to make as much room for free play and exploration in my classroom as possible. I’ve decided to start sharing some of my ideas, since there’s not a lot out there on how to bring more joy and wonder into the classroom. I’ll start by listing some of the resources I’ve used when learning how to create space for exploration and guided inquiry in the classroom, and later share lesson ideas, both large and small.
Here are some resources that have inspired me so far:
Websites by Teachers
- Wonder Teacher
- Wonder of Children
- Kid World Citizen
- Playful Learning
- Critical Classrooms, Critical Kids
- Science for Kids
- Using Science Notebooks
- Science Center Activities
- Cultivating Joy and Wonder: Educating for Sustainability in Early Childhood Through Nature, Food & Community
- A Place for Wonder: Reading and Writing Nonfiction in the Primary Grades
- Keepers of the Earth: Native American Stories and Environmental Activities for Children
- Last Child in the Woods: Saving Our Children from Nature Deficit Disorder
- Black Ants & Buddhists: Thinking Critically and Thinking Differently in the Primary Grades
- Teaching (Science)
- Teaching (Creativity)
- Playful Learning
- Playdough to Plato
- Teaching Tolerance
- Little Green
- Fontenelle Forest
I’ll end with a quote that has been floating around out there that gives a nod to our need for balance between exploration and structured learning. More ideas for how to find this balance will come!