Published On: March 7th, 2015|

U.S. News – Robert Pondiscio

“I’m a fan of the Common Core State Standards, but I recognize there are many reasonable and honorable areas of disagreement about them, both politically and educationally. However one recent thread of opposition strikes me as quite unreasonable: the idea that Common Core demands too much by expecting children to be able to read by the end of kindergarten. A recent report from a pair of early childhood advocacy organizations (Defending the Early Years and Alliance for Childhood) makes the argument that “forcing some kids to read before they are ready could be harmful” and calls for Common Core to be dropped in kindergarten and “rethought along developmental lines.” It’s a really bad idea. Early reading struggles left unaddressed tend to persist, setting kids up for failure. Common Core is not without faults, but its urgency about early childhood literacy is not one of them. The first red flag in the report is its insistence that Common Core is “developmentally inappropriate.” That sounds scientific and authoritative, but it’s a notoriously slippery concept, harkening back to the day when Piaget theorized that children go through discrete developmental stages. As Dan Willingham, a cognitive scientist at the University of Virginia points out, “children’s cognition is fairly variable day to day, even when the same child tries the same task.” What critics seem to be saying is that Common Core is simply too hard for kindergarten. But that’s clearly not true either.”(more)