The discussion about Common Core Standards continues. From an EdWeek piece titled, Both Value and Harm Seen in K-3 Common Standards:
The common academic standards proposed for state adoption outline what students must master by graduation in order to flourish in college or good jobs. Defining how they reach those goals, however, means spelling out what they must learn at each step of the way, starting in kindergarten. And those expectations are getting a mixed reception among early-childhood experts.
Concerns about standards for younger kids have been covered on this blog. What I found in this article is an alarming new turn:
The swirl of discussion among early-childhood educators about the K-12 common standards is taking on new dimensions, also, as the possibility emerges that they could be expanded to include children from birth to age 5. Leaders of the National Governors Association and the Council of Chief State School Officers, which organized the drafting of the K-12 standards, told early-childhood experts in meetings and conference calls late last month that they hope to begin working on zero-to-5 standards within a couple of months, according to some of those who participated in the sessions.
Dane Linn, who is leading the work on the Common Core State Standards Initiative for the NGA, told Education Week that the NGA and the CCSSO are exploring ways to work with states and the early-childhood community to ensure that all children have the skills necessary for kindergarten. “We’d be naive to think standards are not a part of that,” he said.
The two groups do not envision “any sort of standardized process in the early years,” said the CCSSO’s executive director, Gene Wilhoit, but rather a “preparedness standard” that would describe the ways young children’s growth should be supported in all their developmental domains so they enter kindergarten on sound footing.
A “preparedness standard”…
“That there might be an imposition of hard academic skills pushed down from grade 1 to K to preschool, that’s not what we’re talking about at all,” he [Wilhout] said. “There are appropriate kinds of activities kids should be engaged in in order to be successful.”
Frankly, it is a bold claim to say that you know the “kind of activities” that should be engaged in “in order to be successful.” In my mind, it is either empty rhetoric or a huge over-reach and wrongheaded.
Read the whole piece here.