Published at Saturday, 04 May 2019. Worksheet. By Damien Cohen.
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).
Checklists: Record children’s skill development on checklists. Progress in beginning letter recognition, name writing, and self-help skills, for example, can be listed and checked off as children master them. Appropriate worksheets: For example, children experimenting with objects to discover if they sink or float can record their observations on paper divided into a float column and a sink column. This shows that they are doing actual scientific experimentation and recording the data. Parent Newsletters: Teachers can send home periodic parent newsletters which explain the activities children are doing at school and the teacher’s goals and objectives. When parents understand the value of developmentally appropriate activities they will feel confident that their children are learning and growing, not ”just playing.”
By my definition, these are NOT worksheets: A data sheet — for example, when we did our water science experiments and our magnet sensory play, my kids recorded their findings on paper. An activity sheet using stickers or other manipulative — such as my dot sticker pages. A printable used for pre-writing or organization of thoughts. A sheet that provides cutting practice. A play dough mat. Why I’m not crazy about worksheets: I prefer hands-on learning. I think it’s more interesting and is much more appealing for kids of all learning styles. A steady diet of worksheets can be boring and dampen enthusiasm for learning. Young children, especially, learn best through concrete experiences. Worksheets may be too abstract for preschoolers.
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