Natural Development Vs. Kindergarten Readiness
Written by: Savannah Schadegg
Academics in the US are a 13-year commitment to gain incomprehensible amounts of knowledge and skill. We use academics as a measure of many human values; intelligence, performance, professionalism, and qualifications. We measure salaries, titles, and skills based on the level of education an individual completes. We use early academics as a measure of a child’s ability to sit still, follow directions, and walk in a line, even though we as adults don’t do those well. We hope when children have the ability to memorize rote skills, endure a disagreement without physical harm to peers, and eat a meal in 20 minutes or less with no more than 40 minutes of undirected play in a seven-hour day we call it kindergarten readiness. I will not underappreciate how essential a strong education is for children and adults alike. I will however push to gain support and acknowledgment for early childhood education when children should be gaining a love of education, and a passion for interests, while families learn to support the social, emotional, and physical development of their children. The change starts with us.
Like many professionals in the mental health field, we recognize that changing our thoughts, ideas, and patterns is not a destination but a journey. We move towards it slowly as we begin to see the dangers of old thinking and the benefits of new understandings. Before I began my early childhood journey, I could not see play as a superior method of supporting young children’s development, mental health, and academics. Like many new moms, the concept of supporting natural development was over my head. I thought if my 3-year-old could write her name then I was certainly the queen of toddlers; therefore, entitled to the swoons from all fellow mothers who would inevitably ask me (the new mom) for parenting tips.
The good news? You are off the hook. Your child is amazing for just existing, they will experience milestones as they are naturally ready for them. No magic formula is going to make them learn what you value and deem important before their body is ready for it. Sure, we can teach a child how to recite the alphabet, and memorize shapes or colors before they are cognitively ready to do so; however, the pressure to perform will become the voice in their head as an adult saying, “If I am not productive, perfect and happy about it I’m not worthy to have attention and affection.” This is not the underlying lesson we want our young children to gain from growing, learning, and developing. The pride they should feel when they learn these skills could potentially be wiped over with frustrations, anger, fear of failure, and tears while being washed over with anxiety.
Anxiety, pressure to produce desired results, and a sense of overwhelm can become a part of the thought pattern whenever academics are being pushed, tested, or assessed from that moment forward, (hello, test anxiety). What about us, the adults, parents, and educators who feel the pressures of producing picture-perfect robots the moment they arrive on Earthside? Unfortunately, the expectations society marks as the gold standard for children are to excel in academics, work more than play, eat faster than the food is served, and have blind obedience over curiosity. The pressure is too much; for them and us. Children should excel in their natural development and play without having to answer (mostly ridiculous) questions about colors, shapes, and phonics. They should be playing, and we should be watching and celebrating what they already know.
I am not saying children should be neglected or asked to fend for themselves. Children still need adult support when it comes to learning. There is a difference between support and control. There is also a difference between rote skill memorization and conceptual understanding. I am thankful for the people who supported me in learning a new way of parenting, educating, and teaching. The director at my oldest daughter’s childcare center breathed a new perspective into me. She shared knowledge and helped me see, at most, I was teaching my child to memorize rote skills, and at the very least, not actually teaching her anything. I was well-intentioned in my demand for her to perform. Intention and impact are not equal.
When we see children as capable, intelligent beings with their own pace of development, their own thoughts, ideas, and feelings, we as adults in their world help to honor them. We can more easily recognize their talents, strengths, and abilities. Our belief in their abilities gives them the confidence they need to explore the world around them and grow. Through creating a supportive and nurturing environment, children become more comfortable taking risks and making mistakes. We remain a safety net to catch them, if and when they need us. This, to me, is more powerful than memorizing the alphabet or times tables. When we honor our children by believing in them, we empower them to wonder about the world, chase dreams, and problem-solve. They become the thinkers and doers in our society. They become the ones who are not afraid to fail because failure builds endurance and connection improves resilience. The value of these lessons is exponential.