Too Young to Read?

I've written about this before, but I keep finding people (who usually support play-based learning) who seem to believe that young children aren't capable of academic learning. While I wholeheartedly agree that the vast majority of preschoolers aren't ready to learn the way traditional schools teach, I find it frustrating that many people assume that is the only way academic subjects can be taught. It also seems to be a common assumption that if academics matter at all to a teacher, (s)he must be undervaluing other areas of development. I find it frustratingly ironic that many of the same people who advocate for letting children develop at their own pace also advocate for restricting what we offer them.

The subject most commonly treated this way is reading. There is a huge segment of people – parents and educators – who believe that kindergartners should not be taught reading. And the research supports them to a certain extent, but it also only looks at children who are taught in traditional ways. It acknowledges the children who learn to read at four years old, but only as outliers. I haven't seen any research outside of the Montessori sphere that considers any methods of developing pre-reading skills that vary too much from the norm, so it's no surprise that they all conclude the same thing. I read another article about this topic today here. The author touches on some interesting and important research, but I believe she draws the wrong conclusions from it. Below is a comment I left on her post:

Have you looked into Montessori? It’s based on observation of the children and following them developmentally. In the early days, and to a slightly lesser extent now that we have a set of materials that work for most children, materials were brought in and removed based on the children’s interest. My knowledge of Montessori education leads to me to believe that most children CAN and SHOULD learn to read around age 4.5… but note that I did NOT say they should be taught. See, Montessori schools have teachers who are trained to demonstrate the use of materials, based on the child’s interest, and then back off and just observe unobtrusively. The children are free to explore as long as they are not doing anything dangerous, damaging the materials, or disturbing another child. The only “reading” material they had in the original schools was a set of sandpaper letters on small wooden boards. Children who wanted to learn them were offered instruction, but if they didn't that was okay, too. It was just tracing the letter and making its sound. Montessori herself believed 3-6 year olds were too young for anything more than that, and that they would learn even that much later, in formal schooling. So it wasn't urgent, and in any case she looked at these classes as experiments anyway. Her concern was not in making the children learn, but in finding out *how* they learned when no one was imposing a specific curriculum on them. But the children surprised her, and their teachers. In each class, there inevitably came a day when a four year old would make a letter with the chalk that had been provided for drawing. (S)he would write words, and then exclaim something along the lines of “I've done it! I've written!” The other children would crowd around and try it for themselves and suddenly all the older children were writing. This same scenario happened in classes across the world. Montessori wrote about children writing on everything, even the crusts of their bread, because they were so excited about it. And then, as if their teachers weren't astonished enough, about six months later some child would look back on something (s)he had written and read it, and tell everyone something along the lines of, “I can read!” Again, the other children would try it and find that they, too, could read. And when adults asked them who taught them to write and read, the children looked puzzled and replied, “Why, no one. We taught ourselves.” And at that point, most of the students were the children of illiterate day workers. They got no academic instruction at home.

So I firmly believe the issue is not teaching reading and writing at young ages, but in *how* we teach it. I find that most people who are against early academics (at least vocally so) assume that young children couldn't possibly be interested in reading or math or history. It’s the other side of the coin – legislators believe that all children *must* learn it (now), and detractors believe that all/most children *can’t* learn it (yet)… but Montessori schools have found the opposite. And the reason is that Montessori schools actually ask what the children are interested in and let them demonstrate what they’re capable of. They have all concrete materials. There are no worksheets and no homework. There are art supplies and free movement and building materials and basic activities to care for oneself and one’s environment. Academics are “taught” by the materials themselves, through the child’s interest, and in an environment where social and motor development are just as highly valued as academic learning. There are other benefits of it, but I've already written a book so I will just hope people look into it on their own. Suffice it to say that Dr Montessori consistently found that whatever age she developed materials for, it was children just younger who were enthralled by them.

So I hope not to offend you by this statement, but I think articles like this miss the point. The focus shouldn't be on what children learn when, but on *how* we teach them. When teachers believe children are too young, they usually don’t provide opportunities for the child to prove them wrong, and I think that is just as much of a disservice as pushing them to do things for which they aren't yet ready. The key is having an environment that includes materials we don’t think they can handle yet, all the way down to materials we think they have outgrown, and then let them tell us what they need by observing what they use and how they use it.

Dramatic Play: The Perfect Play or a Poor Substitute for Reality?

There's been a lot of information going around lately about giving kids "dramatic play" opportunities. One article that has been circulating through my facebook feed tells about a correlation between the lack of dramatic play and the increase in preschool expulsions. While I can understand how they drew that conclusion, I think there are better ways to let children experience the same benefits.

Dramatic play is almost always a reenactment of something children have seen others do, so if we can give them real things instead of play things, that is better. Who needs to pretend when you can do it for real? Montessori discovered this through observation a hundred years ago - many of the same misconceptions were popular then as now, and she tried all of the common "wisdom" as well as her own ideas. She found that once children had reasonably developed abilities of concentration, they consistently chose real objects and real work over pretend objects and pretend work. Only after observing this repeatedly did she remove the toys from the environment.

One early childhood education website states, "Dramatic play permits children to fit the reality of the world into their own interests and knowledge." This supports the benefits of offering real materials as much as possible, as long as there is an appropriate use for them in the child's life. The same site also says, "Opportunities for dramatic play that are spontaneous, child-initiated, and open-ended are important for all young children." And again, this is something that real tools can provide just as readily.

Of course, sometimes they will have read a book, or seen a picture, or watched a television program including something that just isn't, realistically, a part of their life. This is where imagination can come in most effectively. If they want to pretend to be a prince or princess (for example) and they want a crown, we can let them explore different ways to make one. Then they are using their idea of what a crown is, and imagining how to create it with materials that are accessible. If we simply give them a crown, we deprive them of the opportunity to be creative , and we limit their imagination. Montessori did speak highly of imagination, but only as far as it can help someone achieve their goals. If it doesn't help achieve a goal - if it can't be used in the real world - then for all intents and purposes imagination is an escape from reality. I think we need to be careful about promoting that.

This also brings fantasy play into question. While fantasy is often included in dramatic play, it is only because adults have introduced children to it initially - a child who has never heard of unicorns won't use them in pretend play. Therefore, the element of fantasy used in pretend play are based on what adults think children are interested in, instead of what we observe that children are interested in... and children are interested in almost everything! We don't need to manufacture a false reality to hold their attention. In fact, it does them a disservice, because when children are young, they are still learning about reality. Introducing fantasy before they can comprehend the difference just makes sorting things out more difficult later.

When people speak about the importance of dramatic play, what they really mean is that children need outlets to help process what they have observed and experiment with it. They also mean that children need to be able to direct their own activity at least part of the time, which is really what allows them to process and experiment. These statements I agree with wholeheartedly - what I disagree with is the need for fantasy or for dramatic play objects.

The benefits are more apparent with real materials, which respond to their use in an accurate way. For example, a child using a plastic drill won't actually drill anything, and won't have any opportunities to learn about the function, proper use, or control of a drill. A child who is shown how to use a real drill and given freedom (with supervision) to drill into real wood gets a much richer experience without losing the benefits. Real activities that don't require such close supervision, such as vacuuming, are even better because the child doesn't need an adult to be available in order to do the activity.

Of course, we shouldn't discourage child-initiated dramatic play based on media, but we also shouldn't provide props that are designed to be used a specific way. Instead, we should encourage the child to come up with his own ways of making them out of what is available to him, and let him decide what props he needs to complete his play.

Unfortunately, there's one big problem with the idealistic concept I just presented: children see those kinds of toys at other people's houses, on television, in the stores, and so on. Almost every time he sees them they are portrayed as the most awesome, amazing toy that he has to have or miss out on everything worth living for. And, since I can't advocate for creating a family of shut-ins, I know you're going to encounter them. So what do you do? I guess you just have to use your best judgment on what to let in and what to keep out, based on your family's value system. If you have any ideas about how to do this, please share with other readers in the comment section!

Now, don't get me wrong - there are definitely worse things out there than fantasy and dramatic play. I do think, however, that it is important to let it be child initiated and child directed every time.

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