Published at Saturday, 04 May 2019. Worksheet. By Lauren Lemoine.
Sometimes a parent or teacher just needs a break. You’re going to use worksheets once in a while? I won’t judge you. Planning hands-on activities takes time and resources we don’t always have. Sometimes we just need something simple. Like when you’re 9 months pregnant to the day and the baby shows no sign of making an appearance. Ahem. (Update: our baby finally made her appearance, two weeks late!). My bottom line? A steady diet of worksheets is bad news. For some preschoolers, worksheets are never appropriate. For preschoolers who enjoy them, I don’t think worksheets are harmful every once in a while for a change of pace. For older kids, worksheets are appropriate when nothing else will do the job. Thoughtful teachers and homeschooling will strive to limit their use of worksheets in favor of activities which promote higher-level thinking and hands- on experiences.
Conclusion, 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). The use of abstract numerals and letters, rather than concrete materials, puts too many young children at risk of school failure. This has implications for years to come. Worksheets and workbooks should be used in schools only when children are older and developmentally ready to profit from them (Bredekamp, S. & Rosegrant, T., 1992). Our challenge is to convince parents and others that in a play-based, developmentally appropriate curriculum children are learning important knowledge, skills, and attitudes that will help them be successful in school and later life.
In any group of young children asked to do a paper-pencil task, some will succeed and some will be less successful. The successful children may truly comprehend the task or may simply have guessed correctly. The less successful ones often learn to think of themselves as failures, and ultimately may give up on school and on themselves (Katz & Chard, 1989). These children may react to the stress created by fear of giving the wrong answers by acting out their frustrations and becoming behavior problems, or by withdrawing and becoming reclusive (Charlesworth, 1996). Parents may report school phobic behaviors such as stomach aches in the morning or refusal to get into the car to go to preschool. These children have learned, at an early age, that school can be an emotionally painful place. School should be a welcoming, peaceful place for children – an environment to which children come eager to see what challenging, stimulating, and fun activities are in store. Children know they may not succeed at everything they try, but also know they will be valued for who they are. Children’s efforts should be rewarded, so that they will persevere and they will see themselves as learners (Kostelnik, Stein, Whiren, & Soderman, 1993).
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