Published at Saturday, 04 May 2019. Worksheet. By Darcel Rey.
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.
Why I occasionally* pull out a worksheet: By occasionally, I mean less than once a month with my preschoolers at home. In the classroom, when I taught first grade and above, we used a couple of worksheets each day — but if I didn’t need sleep, I would have replaced even those with more thoughtful activities. Sometimes, a worksheet is all that will do. When my kids have created letters in a variety of hands-on ways, it’s time to practice writing them. You need a handwriting worksheet for that. When kids have explored math concepts in hands-on ways, a worksheet may be helpful for additional practice. In my opinion, an occasional worksheet doesn’t hurt. Many educators would disagree with me on this one, and I respect their opinion. But I think that when worksheets are the exception, rather than the rule, of what we give our kids (even preschoolers), it’s okay. I do think that we should never force young children to do worksheets. If your preschooler is not interested in (or even resists) a worksheet, Put. It. Away. You may also find that your preschooler is excited about a worksheet but wants to stop after a few problems. Let him!
Center Labels: Signs in the classroom describing what children learn in the various learning centers help adults understand the value of children’s work in that area. In the block corner, for example, children learn about weight, length, balance, volume, and shape, as well as problem solving, social role playing, and cooperation. At the art center children learn to express themselves on paper and with other media, to solve problems, and to communicate with others. Signs help skeptics see what is really happening as children work at play. Photographs: Photographs of daily activities in the classroom can be displayed around the room and in hallways. They provide graphic evidence to parents, administrators, and other teachers of children working and learning in a rich, exciting atmosphere.
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