Humanities desk | ||
---|---|---|
< May 6 | << Apr | May | Jun >> | May 8 > |
Welcome to the Wikipedia Humanities Reference Desk Archives |
---|
The page you are currently viewing is an archive page. While you can leave answers for any questions shown below, please ask new questions on one of the current reference desk pages. |
Can a non-profit organization auction off marijuana to raise moneyin the state of Washington? 74.220.246.155 ( talk) 04:27, 7 May 2014 (UTC)
Hello,
I found the article on Kindergarten but found it lacking in a great deal of useful information. The article is very generic, does not describe how the classrooms and curriculum have changed in recent years, and does not mention the debate in the united states currently between full day kindergarten and half day kindergarten.
I was hoping to find a complete article, including many citations on the research and statistics involved in kindergarten in the United states documenting the debate and the many 'hot' topics associated with it, (use of worksheets for example and length of a 'full' day, being two major issues). Please see the following links for potential inclusion in a more in depth article on the subject:
http://www.naspcenter.org/assessment/kindergarten_ho.html - National Education Association article on the subject, includes 'what constitutes a good full day program'
http://www.earlychildhoodnews.com/earlychildhood/article_view.aspx?ArticleID=134 - Early Childhood Professional Resource for Teachers -
"There are two fundamental problems with worksheets. First, young children do not learn from them what teachers and parents believe they do (Kostelnik, Soderman, & Whiren, 1993). Second, children's time should be spent in more beneficial endeavors (Willis, 1995).
Many preschools, child care centers, and kindergartens, young children spend their time on worksheet paper and pencil tasks. Teachers who use worksheets believe they are demonstrating children's learning progress to parents. Unfortunately worksheet activities are not developmentally appropriate and can cause many problems. Early childhood education experts agree that the years from birth to age eight are a critical learning time for children (Bee, 1992; Kostelnik, Soderman, & Whiren, 1993; Willis, 1995). During these years, children have many cognitive, emotional, physical, and social tasks to accomplish (Katz, 1989). Only later, when they have achieved the necessary finger and hand control, should they be asked to write words or numerals with a pencil. The timing of this accomplishment will vary among children. Some six-year-olds may be just starting this task. If they are encouraged, rather than criticized, they will continue to learn and grow and feel confident. There are many active, and far more interesting, ways for children to begin understanding words and numbers than via worksheets (Mason, 1986). Children are born with a need to move (Kostelnik, Soderman, & Whiren, 1993). They wiggle, toddle, run, and climb as naturally as they breathe. When we insist that children sit still and do what for them may be a meaningless task, such as completing a workbook page, we force children into a situation incompatible with their developmental needs and abilities
http://www.education.com/reference/article/Ref_Recent_Research_All/ - research which backs up national education article, "it is important to remember that what children are doing during the kindergarten day is more important than the length of the school day. Gullo (1990) and Olsen and Zigler (1989) warn educators and parents to resist the pressure to include more didactic academic instruction in all-day kindergarten programs. They contend that this type of instruction is inappropriate for young children."
http://www.macleans.ca/general/why-full-day-kindergarten-is-failing-our-children/- Although this is article is in Ontario, it is backed by research performed in California. "Full-day kindergarten does nothing to permanently improve academic performance. It may stunt the emotional and social development of many kids. Even those gains identified for some kids are likely to be temporary, a phenomenon that’s been identified in numerous other studies." http://www.nytimes.com/1989/10/04/us/education-more-and-more-kindergarten-means-a-full-day.html New York Times Article - Curriculum of Kindergarten - 'From birth to age 8, kids learn best through direct experiences and by directly manipulating materials, said Anne Mitchell, associate dean at Bank Street College who is the author of Early Childhood Programs and the Public Schools (Auburn House, 1989). The best thing is to build with blocks, to weigh things, to actually experience the math and not to copy numbers on a work sheet.
http://www.scholastic.com/teachers/article/what-happened-kindergarten Scholastic - What Happened to Kindergarten? - Research consistently backs what early elementary teachers know: Imaginative play is the catalyst for social, physical, emotional, and moral development in young children. With guidance from an observant teacher, kindergartners can use imaginative play to make sense of the world around them—and lay the critical groundwork for understanding words and numbers.
http://www.scholastic.com/teachers/classroom-solutions/2011/11/characteristics-great-kindergarten-classrooms Scholastic Characteristics of great kindergarten classrooms - Teachers can no longer expect healthy 5– or 6-year-old children, with all their energy and enthusiasm, to sit at their desks or to be quiet all day. Kindergarten gives children the opportunity to grow and develop through play — the way children learn best.
http://www.education.com/reference/article/Ref_Top_10_Signs_Good/ Top 10 Signs of a Good Kindergarten Classroom - getting kindergarteners ready for elementary school does not mean substituting academics for play time, forcing children to master first grade "skills," or relying on standardized tests to assess children's success Children are playing and are not forced to sit quietly. Children are not all doing the same things at the same time.
http://sgo.sagepub.com/content/2/1/2158244012442677 Formal Sage Study - Full-Day Kindergarten Effects on Later Academic Success - Using all available assessment, there were no significant differences in the scores of students who attended an all-day kindergarten and those who did not
http://angievillaartwork.blogspot.com/2014/04/full-day-kindergarten-is-bad-idea.html A Teachers Perspective - All full day K programs should include an afternoon of napping, snacking, unstructured play, outdoor recess, singing, dress up, toys, blocks, painting at easels, and the classrooms should be set up in this way. That's not happening, and it's a tragedy.
http://pernillesripp.com/2012/01/19/i-know-worksheets-are-bad-and-yet-i-assigned-one/ Teacher Blog - I know Worksheets are Bad
http://www.macleans.ca/general/why-full-day-kindergarten-is-failing-our-children/ Recent Research performed out of State Regarding Full Day programs as a whole - "Although this is article is in Ontario, it is backed by research performed in California. "Full-day kindergarten does nothing to permanently improve academic performance. It may stunt the emotional and social development of many kids. Even those gains identified for some kids are likely to be temporary, a phenomenon that’s been identified in numerous other studies."
A Child's perspective - http://www.activekidsclub.com/fresh-air-living/feature/all-day-kindergarten-a-childs-perspective.html — Preceding unsigned comment added by 50.165.172.119 ( talk) 15:26, 7 May 2014 (UTC)
How many Popes were of royal descent?-- 170.140.105.16 ( talk) 20:40, 7 May 2014 (UTC)
Humanities desk | ||
---|---|---|
< May 6 | << Apr | May | Jun >> | May 8 > |
Welcome to the Wikipedia Humanities Reference Desk Archives |
---|
The page you are currently viewing is an archive page. While you can leave answers for any questions shown below, please ask new questions on one of the current reference desk pages. |
Can a non-profit organization auction off marijuana to raise moneyin the state of Washington? 74.220.246.155 ( talk) 04:27, 7 May 2014 (UTC)
Hello,
I found the article on Kindergarten but found it lacking in a great deal of useful information. The article is very generic, does not describe how the classrooms and curriculum have changed in recent years, and does not mention the debate in the united states currently between full day kindergarten and half day kindergarten.
I was hoping to find a complete article, including many citations on the research and statistics involved in kindergarten in the United states documenting the debate and the many 'hot' topics associated with it, (use of worksheets for example and length of a 'full' day, being two major issues). Please see the following links for potential inclusion in a more in depth article on the subject:
http://www.naspcenter.org/assessment/kindergarten_ho.html - National Education Association article on the subject, includes 'what constitutes a good full day program'
http://www.earlychildhoodnews.com/earlychildhood/article_view.aspx?ArticleID=134 - Early Childhood Professional Resource for Teachers -
"There are two fundamental problems with worksheets. First, young children do not learn from them what teachers and parents believe they do (Kostelnik, Soderman, & Whiren, 1993). Second, children's time should be spent in more beneficial endeavors (Willis, 1995).
Many preschools, child care centers, and kindergartens, young children spend their time on worksheet paper and pencil tasks. Teachers who use worksheets believe they are demonstrating children's learning progress to parents. Unfortunately worksheet activities are not developmentally appropriate and can cause many problems. Early childhood education experts agree that the years from birth to age eight are a critical learning time for children (Bee, 1992; Kostelnik, Soderman, & Whiren, 1993; Willis, 1995). During these years, children have many cognitive, emotional, physical, and social tasks to accomplish (Katz, 1989). Only later, when they have achieved the necessary finger and hand control, should they be asked to write words or numerals with a pencil. The timing of this accomplishment will vary among children. Some six-year-olds may be just starting this task. If they are encouraged, rather than criticized, they will continue to learn and grow and feel confident. There are many active, and far more interesting, ways for children to begin understanding words and numbers than via worksheets (Mason, 1986). Children are born with a need to move (Kostelnik, Soderman, & Whiren, 1993). They wiggle, toddle, run, and climb as naturally as they breathe. When we insist that children sit still and do what for them may be a meaningless task, such as completing a workbook page, we force children into a situation incompatible with their developmental needs and abilities
http://www.education.com/reference/article/Ref_Recent_Research_All/ - research which backs up national education article, "it is important to remember that what children are doing during the kindergarten day is more important than the length of the school day. Gullo (1990) and Olsen and Zigler (1989) warn educators and parents to resist the pressure to include more didactic academic instruction in all-day kindergarten programs. They contend that this type of instruction is inappropriate for young children."
http://www.macleans.ca/general/why-full-day-kindergarten-is-failing-our-children/- Although this is article is in Ontario, it is backed by research performed in California. "Full-day kindergarten does nothing to permanently improve academic performance. It may stunt the emotional and social development of many kids. Even those gains identified for some kids are likely to be temporary, a phenomenon that’s been identified in numerous other studies." http://www.nytimes.com/1989/10/04/us/education-more-and-more-kindergarten-means-a-full-day.html New York Times Article - Curriculum of Kindergarten - 'From birth to age 8, kids learn best through direct experiences and by directly manipulating materials, said Anne Mitchell, associate dean at Bank Street College who is the author of Early Childhood Programs and the Public Schools (Auburn House, 1989). The best thing is to build with blocks, to weigh things, to actually experience the math and not to copy numbers on a work sheet.
http://www.scholastic.com/teachers/article/what-happened-kindergarten Scholastic - What Happened to Kindergarten? - Research consistently backs what early elementary teachers know: Imaginative play is the catalyst for social, physical, emotional, and moral development in young children. With guidance from an observant teacher, kindergartners can use imaginative play to make sense of the world around them—and lay the critical groundwork for understanding words and numbers.
http://www.scholastic.com/teachers/classroom-solutions/2011/11/characteristics-great-kindergarten-classrooms Scholastic Characteristics of great kindergarten classrooms - Teachers can no longer expect healthy 5– or 6-year-old children, with all their energy and enthusiasm, to sit at their desks or to be quiet all day. Kindergarten gives children the opportunity to grow and develop through play — the way children learn best.
http://www.education.com/reference/article/Ref_Top_10_Signs_Good/ Top 10 Signs of a Good Kindergarten Classroom - getting kindergarteners ready for elementary school does not mean substituting academics for play time, forcing children to master first grade "skills," or relying on standardized tests to assess children's success Children are playing and are not forced to sit quietly. Children are not all doing the same things at the same time.
http://sgo.sagepub.com/content/2/1/2158244012442677 Formal Sage Study - Full-Day Kindergarten Effects on Later Academic Success - Using all available assessment, there were no significant differences in the scores of students who attended an all-day kindergarten and those who did not
http://angievillaartwork.blogspot.com/2014/04/full-day-kindergarten-is-bad-idea.html A Teachers Perspective - All full day K programs should include an afternoon of napping, snacking, unstructured play, outdoor recess, singing, dress up, toys, blocks, painting at easels, and the classrooms should be set up in this way. That's not happening, and it's a tragedy.
http://pernillesripp.com/2012/01/19/i-know-worksheets-are-bad-and-yet-i-assigned-one/ Teacher Blog - I know Worksheets are Bad
http://www.macleans.ca/general/why-full-day-kindergarten-is-failing-our-children/ Recent Research performed out of State Regarding Full Day programs as a whole - "Although this is article is in Ontario, it is backed by research performed in California. "Full-day kindergarten does nothing to permanently improve academic performance. It may stunt the emotional and social development of many kids. Even those gains identified for some kids are likely to be temporary, a phenomenon that’s been identified in numerous other studies."
A Child's perspective - http://www.activekidsclub.com/fresh-air-living/feature/all-day-kindergarten-a-childs-perspective.html — Preceding unsigned comment added by 50.165.172.119 ( talk) 15:26, 7 May 2014 (UTC)
How many Popes were of royal descent?-- 170.140.105.16 ( talk) 20:40, 7 May 2014 (UTC)