"Buliding a fort Activates more cognitive learning domains than doing worksheet At the table."

Preschool system is designed by adults to serve them the purpose of nurturing children.Everyone sitting in their respective chairs paying attention to the one standing in the room. Does it sound familiar? Does it sound like meetings or classrooms?The modern classrooms are more focused on lecturing them playing. Hence serves our parents more then children.Playing with children involves more f brain activity them lectures. We all are very familiar with flight of brain during lectures. This is hampering opportunities of learning on their own; not recognising their own talents.

Pre-school System Serves Adults More Than Their Students

Kids are remarkably adept at teaching themselves what they like. For instance, babies of just ten months can tell when they’re being spok⁵en to in different languages. By forcing a strict curriculum onto creative children, we actually damage this natural ability. So why do we do it?It all boils down to a poor understanding of children’s cognitive capabilities.Unfortunately, adults have missed this simple fact; preschools, which once prepared children for their education, are becoming more like real schools.

Adults Forget What It Likes To Be A Child

Today we know more about children’s minds than ever before. We also clearly understand the importance of high-quality education. But then why aren’t we allocating resources to make these ideas a reality?The teachers are being paid low wages that is directly proportional to the quality of their work. Furthermore, many teachers end up making compromises on their students’ education simply to meet the rigid targets and standards that their licenses and funding depend on.

Poor Educational Funding

At the core of these much-needed improvements would be removing the parts of curriculum that focus on useless facts and replacing them with skills. This would equip young people with everything they need to succeed throughout school and life. Consider how a child could use problem-solving and communication skills while working on a group project in class and during family time. A kindergartner that learns these same skills will also help them perform better in the later years of school.

Useless facts don’t do as much for children’s success as skills.

1. Why the No Child Left Behind program actually held most children back?2. Which professions pay the same as teachers?3. Why teaching young children how to read a calendar is a pointless exercise?

Ageless Questions Answered

To a four-year-old watching bulldozers or chasing butterflies in a field, the world is awash with promise. Children come hardwired to learn in virtually any setting and about anything. Yet in today's preschools and kindergartens, learning has been reduced to scripted lessons and suspect metrics that undervalue children's intelligence while overtaxing their growing brains.

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“Christakis . . . expertly weaves academic research, personal experience and anecdotal evidence into her book . . . a bracing and convincing case that early education has reached a point of crisis . . . her book is a rare thing: a serious work of research that also happens to be well-written and personal . . . engaging and important.”  --Washington Post "What kids need from grown-ups (but aren't getting)...an impassioned plea for educators and parents to put down the worksheets and flash cards, ditch the tired craft projects (yes, you, Thanksgiving Handprint Turkey) and exotic vocabulary lessons, and double-down on one, simple word: play." --NPR The New York Times bestseller that provides a  bold challenge to the conventional wisdom about early childhood, with a pragmatic program to encourage parents and teachers to rethink how and where young children learn best by taking the child’s eye view of the learning environment   To a four-year-old watching bulldozers at a construction site or chasing butterflies in flight, the world is awash with promise. Little children come into the world hardwired to learn in virtually any setting and about any matter. Yet in today’s preschool and kindergarten classrooms, learning has been reduced to scripted lessons and suspect metrics that too often undervalue a child’s intelligence while overtaxing the child’s growing brain. These mismatched expectations wreak havoc on the family: parents fear that if they choose the “wrong” program, their child won’t get into the “right” college. But Yale early childhood expert Erika Christakis says our fears are wildly misplaced. Our anxiety about preparing and safeguarding our children’s future seems to have reached a fever pitch at a time when, ironically, science gives us more certainty than ever before that young children are exceptionally strong thinkers.             In her pathbreaking book, Christakis explains what it’s like to be a young child in America today, in a world designed by and for adults, where we have confused schooling with learning. She offers real-life solutions to real-life issues, with nuance and direction that takes us far beyond the usual prescriptions for fewer tests, more play. She looks at children’s use of language, their artistic expressions, the way their imaginations grow, and how they build deep emotional bonds to stretch the boundaries of their small worlds. Rather than clutter their worlds with more and more stuff, sometimes the wisest course for us is to learn how to get out of their way.             Christakis’s message is energizing and reassuring: young children are inherently powerful, and they (and their parents) will flourish when we learn new ways of restoring the vital early learning environment to one that is best suited to the littlest learners. This bold and pragmatic challenge to the conventional wisdom peels back the mystery of childhood, revealing a place that’s rich with possibility.

Ageless Questions Answered

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