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recent bookmarks from robertogrecoLearning hierarchy and displacing conviviality: time and subjectivity in the neoliberal kindergarten: Pedagogy, Culture & Society: Vol 0, No 02020-12-15T07:24:41+00:00
https://www.tandfonline.com/doi/full/10.1080/14681366.2020.1817972
robertogrecomariakromidas unschooling deschooling conviviality education learning hierarchy childfragments 2020 liberation neoliberalism schools schooliness teaching howweteach howwelearn children capitalism reading howweread kindergarten us curriculum pedagogy policy development relations relationships social socialrelations evaluation schooling childhoodhttps://pinboard.in/https://pinboard.in/u:robertogreco/b:777c0b697db3/Yong Zhao "What Works May Hurt: Side Effects in Education" - YouTube2019-03-07T17:36:11+00:00
https://www.youtube.com/watch?v=WUVlybJoV88
robertogrecoyongzhao 2018 schools schooling pisa education testing standardizedtesting standardization china us history testscores children teaching howweteach howwelearn sideeffects privatization tims math reading confidence assessment economics depression diversity entrepreneurship japan creativity korea vietnam homogenization intolerance prosperity tolerance filtering sorting humans meritocracy effort inheritance numeracy literacy achievementgap kindergarten nclb rttt policy data homogeneity selectivity charterschools centralization decentralization local control inequity curriculum autonomy learning memorization directinstruction instruction poverty outcomes tfa teachforamerica finland singapore miltonfriedman vouchers resilience growthmindset motivation psychology research positivepsychology caroldweck intrinsicmotivation choice neoliberalism high-stakestestinghttps://pinboard.in/https://pinboard.in/u:robertogreco/b:621609aa2d00/The Push for Outdoor and Nature-Based Preschools - The Atlantic2018-05-14T01:19:28+00:00
https://www.theatlantic.com/education/archive/2018/04/early-childhood-outdoor-education/558959/
robertogrecoplay outdoors preschool education schools schooling academics learning howwelearn nature richardlouv children kids 2018 conorwilliams forestkindergartens kindergarten forests nclb rttt freedom unschooling deschooling unstructured creativity reggioemilia waldorf montessori pedagogy howweteach teaching health alternative childcare sustainabilityhttps://pinboard.in/https://pinboard.in/u:robertogreco/b:afee454908f9/Teach Kids When They’re Ready | Edutopia2018-04-08T07:46:37+00:00
https://www.edutopia.org/article/teach-kids-when-theyre-ready
robertogrecochildren education schools readiness unschooling deschooling kindergarten reading learning teaching schooling writing acceleration policy curriculum parenting pressure williamstixrud nedjohnsonhttps://pinboard.in/https://pinboard.in/u:robertogreco/b:5e10c3a6d7da/Harvard EdCast: Lifelong Kindergarten | Harvard Graduate School of Education2017-12-19T19:51:27+00:00
https://www.gse.harvard.edu/news/17/12/harvard-edcast-lifelong-kindergarten
robertogrecomitchresnick lifelongkindergarten mitmedialab 2017 interviews kindergarten play projects projectbasedlearning passion collaboration experimentation creativity medialab scratch making pbl teaching sfsh learning howweteach howwelearn risks risktaking education schools lcproject openstudioproject curiosity schooling unschooling deschooling mindstorms writing coding programming leaning creating lego reasoninghttps://pinboard.in/https://pinboard.in/u:robertogreco/b:25ebf381686a/Teacher Tom: "But How Do They Learn To Read?"2016-07-27T22:42:52+00:00
https://teachertomsblog.blogspot.com/2016/07/but-how-do-they-learn-to-read.html
robertogrecoStudies have compared groups of children . . . who started formal literacy lessons at ages 5 and 7 . . . (T)he early introduction of formal learning approaches to literacy does not improve children's reading development, and may be damaging. By the age of 11 there was no difference in reading ability level between the two groups, but the children who stared at 5 developed less positive attitudes to reading, and showed poorer text comprehension than those children who had started later.
Their recommendation is that the best "academic" education for children under seven is the sort of "informal, play-based" environment we offer at Woodland Park because that is how the human animal is designed to build the foundation for all future learning.
The sickening thing is that today's kindergartens and preschools are charging pell-mell in the wrong direction:
A new University of Virginia study found that kindergarten changed in disturbing ways from 1999-2006. There was a marked decline in exposure to social studies, science, music, art and physical education and an increased emphasis on reading instruction. Teachers reported spending as much time on reading as all other subjects combined.
With the advent of the Common Core federal public school curriculum in the US (and it is a curriculum despite it's advocates' insistence that they are merely "standards") with its narrow focus on literacy, mathematics, and testing, it has gotten even worse since 2006. Indeed:
Last year, average math scores . . . declined; reading scores were flat or decreased compared with a decade earlier.
We are proving the research: we are damaging our children. This is why I remain so consistently opposed to what is happening in our public schools. By law I'm a mandatory reporter of child abuse in my state. This might not fit the legal definition, but it definitely fits the moral one.
That still begs the original question: how will they learn to read?
As I learned from Carol Black's brilliant essay entitled A Thousand Rivers, when Johannes Gutenberg invented the printing press in 1439, very few people could read. In fact, reading was primarily the domain of the clergy who needed the skill to read and create Bibles. But the printing press suddenly made printed matter widely available. With no notion of formal literacy education, Europeans were left to learn to read on their own, passing on the knowledge from one person to the next, from one generation to the next.
Literacy rates steadily climbed for the next couple hundred years, then surged around the time of the American Revolution when Thomas Payne's pamphlet Common Sense became a runaway hit, selling over a half million copies and going through 25 printings in its first year. It's estimated that 2.5 million colonists read it, an astronomical number for the time. And it's not easy reading. Nevertheless, historians credit this viral document with inspiring the 13 American colonies to ultimately declare their independence from British rule.
People wanted to read, they needed to read, so they learned to read, which is why literacy rates in those original 13 colonies were actually higher than those we see today in in our 50 states. A similar thing has happened, albeit at a faster pace, with computer technology. I have a distinct memory of Dad buying an Apple II+, a machine that came with no software. Instead it came with thick instruction manuals that taught us how to write our own programs. You could take classes on "how to work your computer." Today, our two-year-olds are teaching themselves as these technology skills have gone viral. The idea of a computer class today is laughable, just as a reading class would have been laughable in 1776.
And just as "walking" or "talking" classes would be laughable to us today, so too should this whole nonsense of "reading" classes. Yet shockingly, we continue to go backwards with literacy to the point that most of us seem to think that it's necessary that children spend days and years of their lives at earlier and earlier ages, being drilled in a utilitarian skill that past generations just learned, virally, over the natural course of living their lives. No wonder children hate school. No wonder they are bored and stressed out.
Certainly, there are children in our world who are "at risk" for not learning to read, including those with actual learning disabilities, as opposed to the manufactured ones we are currently slapping on normal children who are simply taking a little longer to getting around to reading. And for those children, as well as for those who are being raised in illiterate households, intervention may be necessary. But for the overwhelming majority of our children, the greatest literacy challenge they face is our obsessive rush for more and more earlier and earlier. We are, in our abject ignorance, our refusal to actually look at the evidence, teaching our children to hate reading, which is in my view a crime not only against children, but against all humanity."]]>children reading play literacy pedagogy teaching schools carolblack unschooling deschooling play-basededucation kindergarten sfsh history thomaspayne tomhobson walking howwelearn necessity coercion learningdisabilities talking education gutenberghttps://pinboard.in/https://pinboard.in/u:robertogreco/b:3c293d49fe4b/Kindergarten Has Become the New First Grade - The Atlantic2015-12-22T04:03:44+00:00
http://www.theatlantic.com/magazine/archive/2016/01/the-new-preschool-is-crushing-kids/419139/
robertogrecoeducation pedagogy learning literacy listening preschool kindergarten teaching howweteach howwelearn finland erikachristakis 2015 schools edreform conversation vocabulary cv unschooling deschooling schooliness directinstruction schoolreadinesshttps://pinboard.in/https://pinboard.in/u:robertogreco/b:937b080cd80b/Yong Zhao (final) on Vimeo2015-05-03T20:03:38+00:00
https://vimeo.com/126604445
robertogrecoyongzhao education us china policy assessment readiness 2015 publicschools schools diversity inclusion competitiveness competition history localcontrol centralization decentralization rttt homogeneity easterisland rudolphtherednosereindeer teaching learning howwelearn testing pisa standardization standardizedtesting npe children individuality individualism kindergarten motivation difference curiosity power order skiiing parenting nurture nurturing economics effort talent arneduncan government sideeffects curriculum data evidence confidence uk timss finland politics happiness creativity asia necessity abundance howweteach autonomy inlcusivity inclusivityhttps://pinboard.in/https://pinboard.in/u:robertogreco/b:854de53765db/Kindergarten Student-Led Conference on Vimeo2014-03-24T21:37:00+00:00
https://vimeo.com/49170218
robertogrecostudent-ledconferences teaching learning education tcsnmy kindergarten critique assessment howweteach howwelearnhttps://pinboard.in/https://pinboard.in/u:robertogreco/b:e6e30fbf1da9/Study raises questions about full-day kindergarten2011-06-12T21:46:07+00:00
http://www.canada.com/life/Study%20raises%20questions%20about%20full%20kindergarten/4883424/story.html
robertogrecoplay curriculum emergentcurriculum kindergarten pedagogy teaching learning longterm unschooling deschooling tcsnmy lcproject schools schooliness standardizedtesting testing conflict results 2011https://pinboard.in/u:robertogreco/b:de66a5d7b790/Reading at Some Private Schools Is Delayed - NYTimes.com2011-02-15T23:11:21+00:00
http://www.nytimes.com/2011/02/15/nyregion/15reading.html?pagewanted=all
robertogrecolearning reading education teaching schools curriculum privateschools racetonowhere competition literacy kindergarten elementary 2011 tcsnmyhttps://pinboard.in/u:robertogreco/b:60ea38843b16/Redesigning Education: Why Can't We Be in Kindergarten for Life? | Co.2010-07-09T03:32:36+00:00
http://www.fastcodesign.com/1637619/redesigning-education-why-cant-we-be-in-kindergarten-for-life
robertogrecokindergarten lifelongkindergarten tcsnmy design classroomasstudio schooldesign learning lcproject howwework howwelearn cv teaching student-centered learner-centered toshare topost thirdteacher trungle reggioemiliahttps://pinboard.in/u:robertogreco/b:1b39d0c102ee/Redesigning Education: Why Can't We Be in Kindergarten for Life? | Fast Company2010-05-07T06:31:56+00:00
http://www.fastcompany.com/1637619/redesigning-education-why-cant-we-be-in-kindergarten-for-life
robertogrecotcsnmy learning schools schooling lcproject classroomasstudio teaching kindergarten lifelongkindergarten creativity collaboration classrooms mit education design student-centered sageonthestage thirdteacher unschooling deschooling reggioemilia classroomhttps://pinboard.in/u:robertogreco/b:d417999ed7a6/Who Turns the Lights Off When We Leave Kindergarten? by Tom King | Teacher Reboot Camp2010-03-22T04:35:23+00:00
http://teacherbootcamp.edublogs.org/2010/03/14/who-turns-the-lights-off-when-we-leave-kindergarten-by-tom-king/
robertogrecokindergarten agesegregation learning schools schooling fun education unschooling deschooling tcsnmy lcproject collaboration teachinghttps://pinboard.in/u:robertogreco/b:ce000e756078/Start Science Sooner: Scientific American2010-02-19T21:07:18+00:00
http://www.scientificamerican.com/article.cfm?id=start-science-sooner
robertogrecotcsnmy education learning kindergarten science elementary teaching schools curriculumhttps://pinboard.in/u:robertogreco/b:aec544a30963/Forest Kindergarten at Waldorf School in Saratoga Springs - NYTimes.com2009-12-05T19:39:56+00:00
http://www.nytimes.com/2009/11/30/nyregion/30forest.html
robertogrecoeducation teaching kindergarten environment outdoors nature green forest environmentaleducation unschooling deschooling exploration childrenhttps://pinboard.in/u:robertogreco/b:fcbeebf5691b/The Education Arcade2006-10-05T21:48:39+00:00
http://www.educationarcade.org/
robertogrecocurriculum computers e-learning education games videogames play learning interactive socialsoftware students teaching technology innovation social research multimedia kindergarten seriousgames henryjenkins mit simulations mobile edutainment elearning gamedesign gamedev gaming pedagogyhttps://pinboard.in/u:robertogreco/b:f4d161a8737b/