William Crain, author of Reclaiming Childhood: Letting Children Be Children in Our Achievement-Oriented Society, Professor of Psychology at The City College of New York and DEY National Advisory Board Member, wrote the following letter to the Poughkeepsie Journal in New York:
Letter in the Poughkeepsie Journal, June 21, 2014
“Common Core Pushes Abstract Topics Too Early”
The Common Core sets its sights on children’s future needs. Specifically, it wants to ensure that all children are “college- and workforce-ready.” This goal seems worthwhile, but the Common Core also needs to consider the ways in which children grow and develop.
Seeing that children will need “high order” conceptual thinking in college and the workplace, the Common Core introduces such thinking early on. For example, it introduces mathematical place value, an abstract topic, in kindergarten and the first grade. But before the age of 7 or so, children’s minds aren’t inclined toward such conceptual matters. Young children are more naturally motivated to develop their powers through the arts, play, and the exploration of nature. They are enthusiastic about these activities, which enable them to develop their imaginations and sense of wonder.
Our educational system needs to resist the impulse to take up young children’s time with abstract material that is beyond their years. Such instruction is unlikely to be effective, and it can cause children to dislike school and learning. Instead, educational policymakers need to pay greater attention to the capacities that children themselves are ready and eager to develop at their present stages of development.
Professor of Psychology, The City College of New York