Are DCPS PK3-4 programs more play-based or academic?
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Anonymous
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As for the long day, I think the day might *feel* longer to some kids even if the hours are the same. If your child is in before-care, that's one transition, then they transition to the classroom and do their stuff there. Nap is 90 minutes, like 1:30-3, and for some kids that's not really enough so then they're tired, until their sleep cycle adjusts to it and their night sleep pattern compensates. Then the day wraps up with some low-key afternoon activities, and then they transition to after-care which might be a mixed-age group and not their familiar classroom and familiar teacher. With all those transitions, it might feel more stressful. And of course, the going to school at all is a transition from whatever they were doing before.
Of course, if you're putting them in a language school and the language is new to them, that makes for a very tiring day until they get used to it. |
Anonymous
| My neighbor's kid is in prek4 at our inbounds title one DCPS school and they have homework 4 days a week. It is just a couple of worksheets but I know the parents struggle to get their kids to do it after a long day at school. |
Anonymous
I wonder why they think they have to do it. |
Anonymous
The kids get monthly prizes if they do all of the homework. The kids who don't do it don't get a prize. |
Anonymous
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My kids did ECE at Ludlow-Taylor. It is Reggio-inspired and moving further in that direction (for instance, with the addition of a new Reggio art room/project space for ECE in the new addition). It is fairly play based. For PK3, there is "strong start" circle time (where they talk about what day of the week it is, what the weather is like outside, what they did over the weekend, etc) and then a 10-15 minute Heggerty phonics lesson (all verbal, call and repeat and using hand motions-style focused on the sounds that start words or breaking up words into sounds or syllable counting or whatever). Otherwise, it is more or less all what I would describe as play-based. There are self-chosen centers which range from true play (imaginative play centered around the large play center/climbing structure in each classroom or the sensory table/bin (with sand or water or playdough and manipulatives)) to more obviously learning through play, but still play (art with letter stamps, puzzles, games involving counting). One center choice is usually working on their Reggio-based project/area of study (which the kids pick and might be space or balls or the ocean or trash) and sometimes they do group activities around that to (brainstorming questions to answer, planning field trips). They also get a special or two each day, which range from totally play (PE) to a little more learning-oriented (Spanish) depending on the subject.
PK 4 introduces a self-guided 10-15 math activity in the morning, and a center station more explicitly focused on writing (often in the form of writing family or friends "letters"), but is otherwise basically the same. The only homework in ECE was bringing materials for Reggio projects (toilet rolls, plastic bottles, broken crayons) and one all about me poster project with a picture from each age and a sentence about it in PK4. Definitely no take-home worksheets or anything along those lines. |
Anonymous
| Play based for PK. Kiddo loved it. |
Anonymous
Totally ridiculous and developmentally inappropriate. I know a family who also similar experience above and pulled their kid out after their 1st ECE year there and went to a charter. Much happier. |
Anonymous
This is a completely false generalization when it comes to ECE. As an actual ECE teacher, I can tell you it is absolutely not all play-based -in fact, it’s becoming increasingly academically focused. There’s an important distinction between guided play and “play-like” activities. I know it might seem like semantics, but it’s a critical difference. The more at-risk students a school serves, the harder DCPS and charters push for “rigor.” Case in point: our next ECE professional development is literally about “productive struggle.” Here’s the irony: research has consistently shown that heavy teacher-led instruction is detrimental to young children’s learning. Yet DCPS continues to push an inadequate math curriculum -likely because implementing genuine guided play requires significantly more work and expertise from teachers (and thus more work for the district). I promise you, children retain their ABCs and 123s much more effectively through play, and the learning goes far beyond surface level. More importantly, their executive functioning skills develop much more robustly through play-based approaches. I could discuss this topic in depth for hours. *And a note I just started maternity leave so no nasty comments about me coming in! 
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Anonymous
Charters do this too but I am glad it worked out. Yes, exactly why I will be leaving my school after this year. Worksheet HW is mandatory for my 3 year old students. I send home ideas for exploration they could do with their families and my supervisor chewed me out. People think it’s about building good habits and teaching kids about responsibility but what this really shows me is the experts on childhood development and brain science aren’t at the higher level in DCPS. In inequitable to allow only some schools to be truly based in play. The kicker is then they LOWER the standards later! |
Anonymous
Wait... Your DCPS is REQUIRING homework for PK3ers? Even when a teacher doesn't want to give it? Our DCPS doesn't have homework until 3rd grade and it's not mandatory for teachers even then! |
Anonymous
NP. Is your DCPS a title 1? |
Anonymous
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My kids both did PK3 and PK4 at a Title 1 DCPS, not one on your list, within the past three years.
Their experience was pretty similar to the L-T poster above. They have a theme each quarter. Themes have included: Insects, Trees, Tubes and Tunnels, Signs, Buildings, etc. The kids get really into the theme. Rough schedule of the day (the order has changed a bit class to class and year to year): Breakfast Morning Meeting - they talk about weather, days of the week, who has a birthday coming, etc. There's always a "question of the day" that the kids answer through some hands-on-voting system (has differed class to class), like "which food do you like better, pizza or French fries" or similar. Recess - they get two 30 min recesses outside each day, one in the morning, one after nap. Centers - This is pretty much true play. They pick where they play - the library to look at books, "Dramatic Play" which is like dress up and the play kitchen, blocks, water table, sand table, art table, there's at least one center around the theme. This is a full hour. Specials - This is basically the same as I remember from elementary school. Spanish, Art, Music, Library, Yoga, PE, etc rotating throughout the week. "Twiggle Time" - this is their social-emotional learning time when they talk about feelings and stuff. The "mascot" is a turtle named Twiggle. Lunch Nap (90 mins for PK3, 60 mins for PK4) ELA - They have a reading/writing block. I think it's about 30 mins a day, and they mostly seem to read a book, talk about the book, draw a picture based on a question about the book, and write their names. They also learn letters and their sounds. 2nd Recess Closing circle I think in PK4 they add a math time. It also has a funny name but I forget what. My kids were both "ahead" and at the end of PK4, both could count to 100 and recognize all the numbers, knew the alphabet and all the sounds the letters made (including a handful of combos like Ch and Th), and could write all the letters (big and little) and numbers and write their full names (first, middle, and last). My oldest could also do some basic addition (numbers under 10) and my youngest could read a little (but I think she mostly figured that out just from the sounds, I don't think they taught that). And they had more strategies about calming their bodies and dealing with hard emotions than 99% of current adults, myself included, haha. Overall, as a layman, it seemed very play-based to me, and a pretty reasonable amount of academics. I will say, at least for my kids (who were at home with a nanny before PK3) PK3 was EXHAUSTING. Partly because they struggled to nap in a group environment, and I think partially because it's just a lot for pretty little kids. Interestingly, my friends with daycare kids, who I would have guessed would have found the switch more smooth, also really struggled at least the first month or two. It's a BIG transition (way bigger than the switch to K, for example). |
Anonymous
PP to add - there was never any HW in PK, but there is now in K that I feel not great about. K is def very academic. |
Anonymous
Wow, I really feel for the teachers. :-/ So we have some DCPS giving homework to three-year-olds, with rewards involved, and some not doing required homework until 3rd grade. Interesting… |
Anonymous
It’s a non title 1 right? What I don’t see in the schedule is Building Blocks (math), which is apparently mandatory for all pre-k teachers to use but maybe not. They are missing whole group and small group instruction -which again is supposedly mandatory. |