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Restoring Play and Playful Learning to U.S. Kindergartens (Policy Brief)
Author: Alliance for Childhood
Year: 2009
New research has documented the disappearance of play from U.S. kindergartens. This essential mode of learning for young children has largely been replaced by didactic instruction, often scripted, and by testing. Kindergarten teachers in New York and Los Angeles spend two to three hours per day teaching and testing children in math and literacy, with 30 minutes per day or less for child-initiated play.
Links:
- Restoring Play and Playful Learning to U.S. Kindergartens (Policy Brief) - http://allianceforchildhood.org/sites/allianceforchildhood.org/files/file/kindergarten_policy_brief.pdf
- Alliance for Childhood - http://allianceforchildhood.org/
Reference:
Alliance for Childhood. (2009). Restoring Play and Playful Learning to U.S. Kindergartens (Policy Brief 2). Retrieved from: http://allianceforchildhood.org/sites/allianceforchildhood.org/files/file/kindergarten_policy_brief.pdf
Tags for this entry:
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alliance for childhood,
restoring play and playful learning to u.s. kindergartens policy brief
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Related Resources:
The Children Must Play: What the U.S. could learn from Finland about education reform