If you were to walk into a contemporary kindergarten classroom in the United States, you might observe a teacher guiding students through sight words, pairs of children reading together, and others practicing math skills. You might also find them exploring topics in earth and plant science, journaling, and participating in state-mandated assessments. However, what you likely won’t see much of is playtime.
In earlier generations, kindergarten primarily focused on teaching children how to adapt to a school environment, socialize with peers, and develop impulse control. My own kindergarten experience was filled with paint, glue, crayons, and naptime—even though I only attended for half a day. That was thirty-some years ago, but it appears that kindergarten has undergone significant changes, especially over the last two decades.
In a 1998 survey, only 33% of kindergarten teachers believed children should be able to read by the end of the year. By 2010, that figure had jumped to 80%. As the emphasis on literacy has increased, time allocated for arts, music, and child-led activities has diminished. Standardized testing has become standard practice, and full-day kindergarten has become the norm.
Dr. Mark Richards, a former kindergarten educator and current Associate Professor of Early Childhood Education at the University of California, Berkeley, has conducted research indicating that kindergarteners are now expected to possess academic knowledge, social skills, and self-control—requirements that were previously reserved for first grade.
While the gap between kindergarten and first grade may seem minor, every year in early childhood is marked by substantial developmental changes. Observing my own children, I’ve seen how significant the transition is between ages five and six.
As part of his studies, Dr. Richards interviews children, teachers, and parents to understand their perspectives on kindergarten. He presents a 23-minute film depicting a typical day in a public school kindergarten, where 22 students engage with one teacher throughout the school day. They tackle approximately 15 academic tasks, including reading, math, and science, while recess lasts merely 15 minutes and is scheduled late in the day.
When Dr. Richards inquires why so much material is covered, the teacher explains, “There’s immense pressure on me and the kids to achieve higher academic standards.” This educator is required to assess her students not just for her teaching and report cards, but also for district-wide literacy and math evaluations, as well as state-mandated reading tests.
This pressure to perform has led to a noticeable decline in playtime. With so much content to cover, opportunities for kids to enjoy building blocks, dress-up areas, and dollhouses during school hours have all but vanished.
According to Dr. Richards and other experts in child development, this reduction in play and exploration may be detrimental. Young children naturally learn through play—not only academic skills like math and reading, but also vital social skills such as negotiation and compromise. In fact, a more rigid approach to learning in kindergarten can produce adverse long-term academic results and foster stress in children, leading to a disinterest in school.
However, there’s an alternative approach. One American researcher highlights the play-based Finnish kindergarten model, which incorporates two types of play: spontaneous free play, like building dams, and guided play, such as role-playing a store transaction. Both forms of play are crucial for emotional and intellectual growth.
Moreover, play introduces an often-overlooked aspect of early childhood education: joy. While U.S. schools seem to be moving away from play, Finland is doubling down on its play-based strategies, emphasizing joy in the learning process. A Finnish educational counselor notes, “Things learned without joy are easily forgotten,” underscoring the importance of maintaining a happy learning environment.
Are we stripping away joy from our children’s educational experiences right from their first year in school? Are we creating overly stressed five-year-olds with methods that lack developmental sense and have been shown to yield negative outcomes? Could we afford to slow down and allow kindergarteners to embrace their childhood, learning in ways that feel natural?
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Summary:
Modern kindergarten has shifted away from play-based learning, prioritizing academic achievements at the expense of joy and social skill development. Research indicates that this trend could lead to negative long-term outcomes for children. Emphasizing play, as seen in Finland’s educational model, may provide a more balanced approach that nurtures both learning and emotional well-being.
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