Are DCPS PK3-4 programs more play-based or academic?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote: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).

This feels very much like our T1 PK experience except there was some HW in PK4 (never PK3) and here's where I landed: both my kids thrived socially and academically and their friends seemed to do similarly for the most part. I know there are a million theories on educational strategies and learning but ultimately my kids were safe and happy and they also seemed to be learning.

There is no perfect fit for every kid and family and anyone who tells you there is is lying to you and themselves.

We looked at Montessori and after my kid started school and did well we ended up turning it down because it would have been horrible for him personally. But it works for other kids so that's great.

One of the teachers commenting here*

Yes, but research strongly supports guided play over teacher-led academics in early childhood.
To be clear: play-based learning doesn’t mean kids can’t learn academics. Many of my students learned letter sounds, read CVC words, and counted to 100 -because they were interested, so I taught them. Here’s the key: the students who weren’t ready for reading yet?

They learned within 6-9 weeks in kindergarten. The “early push” gave no meaningful advantage.
Montessori is a different model -it’s highly structured and doesn’t work for every child, so it’s not a valid counterargument to guided play.

Teacher skill also matters enormously. A play-based program is only effective with a skilled teacher facilitating it (like anything).

Play is a fundamental right of childhood. If your child hasn’t been in Pre-K in the last 3 years or isn’t experiencing DCPS’s current developmentally inappropriate practices firsthand, you may not fully grasp what I’m describing. This isn’t just about happy kids -it’s about what research shows actually works.​​​​​​​​​​​​​​​​

First time parent here. Briefly worked in education so interested in nerding out on this a bit. Thanks to all sharing experiences.

If the research on play and ECE is so strong and has been consistent the past 10+ years … any insight into why DCPS is trending the other way the past few years?

I have no idea but it’s very concerning. This coupled with the use of screens so early in DCPS does not bode well.

[Anonymous]

ECE parents are adorable!

It is PK3/4. Reklax, Francis.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote: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).

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.

PP here. This is a title 1 school.

Building Blocks! That’s the funny name! Yes, they do that but I thought it started in PK4. I could be wrong about that. There is both whole group and small group during the ELA and Building Blocks, and I believe sometimes they will also have one of the “centers” be a small group instruction in reading and/or math.

This sounds like way too much academics. I don’t agree with all these mandates going down to ECE teachers about it.

My kid did not have any academics and did not know almost all of the stuff PP said above (counting to 100, addition, etc,.). He knew the alphabet and still could not read in K.

ECE was so much fun and inquisitive and they did cool things like build an aquarium, set up a broadcast station, lots of great field trips, etc..

Just finished elementary and top student.

My kid started reading in PK4. By K he had abundant, access to stories, culture, information, ideas because he was already a strong independent reader.

Becoming a "top student" was never the point of teaching him to read.

Way to totally miss the point which is by 3rd grade the kids who were not reading yet have caught up to your kid and there is no difference.

Spending too much time pushing reading early at the expense of play is of no benefit and you lose learning other more important skills discussed above.

If you look at studies, the kids in head start might be more ahead academically but all gains are lost later.

This is a weird take.

I also had a very early reader who is now a teenager and he just .. knows a LOT due to all the books he's read. Reading accumulates, and early readers learn more. This shouldn't be disparaged.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote: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).

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.

PP here. This is a title 1 school.

Building Blocks! That’s the funny name! Yes, they do that but I thought it started in PK4. I could be wrong about that. There is both whole group and small group during the ELA and Building Blocks, and I believe sometimes they will also have one of the “centers” be a small group instruction in reading and/or math.

This sounds like way too much academics. I don’t agree with all these mandates going down to ECE teachers about it.

My kid did not have any academics and did not know almost all of the stuff PP said above (counting to 100, addition, etc,.). He knew the alphabet and still could not read in K.

ECE was so much fun and inquisitive and they did cool things like build an aquarium, set up a broadcast station, lots of great field trips, etc..

Just finished elementary and top student.

My kid started reading in PK4. By K he had abundant, access to stories, culture, information, ideas because he was already a strong independent reader.

Becoming a "top student" was never the point of teaching him to read.

Way to totally miss the point which is by 3rd grade the kids who were not reading yet have caught up to your kid and there is no difference.

Spending too much time pushing reading early at the expense of play is of no benefit and you lose learning other more important skills discussed above.

If you look at studies, the kids in head start might be more ahead academically but all gains are lost later.

This is a weird take.

I also had a very early reader who is now a teenager and he just .. knows a LOT due to all the books he's read. Reading accumulates, and early readers learn more. This shouldn't be disparaged.

Weird take but you don’t seriously think all kids reading 2 years earlier (preK 4 vs 1st) is going to learn more than the other kid in total content by the time they are teenagers, do you???

My kid was a later reader and he knows a LOT too due to all the books he’s read from 1st on.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote: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).

This feels very much like our T1 PK experience except there was some HW in PK4 (never PK3) and here's where I landed: both my kids thrived socially and academically and their friends seemed to do similarly for the most part. I know there are a million theories on educational strategies and learning but ultimately my kids were safe and happy and they also seemed to be learning.

There is no perfect fit for every kid and family and anyone who tells you there is is lying to you and themselves.

We looked at Montessori and after my kid started school and did well we ended up turning it down because it would have been horrible for him personally. But it works for other kids so that's great.

One of the teachers commenting here*

Yes, but research strongly supports guided play over teacher-led academics in early childhood.
To be clear: play-based learning doesn’t mean kids can’t learn academics. Many of my students learned letter sounds, read CVC words, and counted to 100 -because they were interested, so I taught them. Here’s the key: the students who weren’t ready for reading yet?

They learned within 6-9 weeks in kindergarten. The “early push” gave no meaningful advantage.
Montessori is a different model -it’s highly structured and doesn’t work for every child, so it’s not a valid counterargument to guided play.

Teacher skill also matters enormously. A play-based program is only effective with a skilled teacher facilitating it (like anything).

Play is a fundamental right of childhood. If your child hasn’t been in Pre-K in the last 3 years or isn’t experiencing DCPS’s current developmentally inappropriate practices firsthand, you may not fully grasp what I’m describing. This isn’t just about happy kids -it’s about what research shows actually works.​​​​​​​​​​​​​​​​

I have kids that have been in PK3 in the last three years at a T1 DCPS who love centers and playing and field trips and recess and also yes have done Heggerty and learned numbers and been happy to do so.

Teachers can't win but frankly neither can parents. If you send your kid to a T1 you're making your kid a social experiment and don't care about them. Send them elsewhere and you don't care about your neighbors. Want your kid to do play based and don't care about learning in ECE? Your kid is never getting into college. Prefer your kid to learn in ECE? You hate your kids and are a pushy parent who doesn't understand the current research.

So yes, I personally think people should find safe, healthy spaces for their kids and that whether they do an hour extra of learning is frankly irrelevant if they are happy and safe and eager. And what I experienced was kids and classmates eager to learn. It's not perfect. But neither is only play based for some kids. Because sure there are some teachers who will push for kids who are interested in learning to do so. But I've also heard stories about a very popular school in DC which discouraged kids from reading ahead.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote: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).

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.

PP here. This is a title 1 school.

Building Blocks! That’s the funny name! Yes, they do that but I thought it started in PK4. I could be wrong about that. There is both whole group and small group during the ELA and Building Blocks, and I believe sometimes they will also have one of the “centers” be a small group instruction in reading and/or math.

This sounds like way too much academics. I don’t agree with all these mandates going down to ECE teachers about it.

My kid did not have any academics and did not know almost all of the stuff PP said above (counting to 100, addition, etc,.). He knew the alphabet and still could not read in K.

ECE was so much fun and inquisitive and they did cool things like build an aquarium, set up a broadcast station, lots of great field trips, etc..

Just finished elementary and top student.

My kid started reading in PK4. By K he had abundant, access to stories, culture, information, ideas because he was already a strong independent reader.

Becoming a "top student" was never the point of teaching him to read.

Way to totally miss the point which is by 3rd grade the kids who were not reading yet have caught up to your kid and there is no difference.

Spending too much time pushing reading early at the expense of play is of no benefit and you lose learning other more important skills discussed above.

If you look at studies, the kids in head start might be more ahead academically but all gains are lost later.

This is a weird take.

I also had a very early reader who is now a teenager and he just .. knows a LOT due to all the books he's read. Reading accumulates, and early readers learn more. This shouldn't be disparaged.

Yeah I understand the research but there seems to be a lot of just anti-academics not just pro-play.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote: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).

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.

PP here. This is a title 1 school.

Building Blocks! That’s the funny name! Yes, they do that but I thought it started in PK4. I could be wrong about that. There is both whole group and small group during the ELA and Building Blocks, and I believe sometimes they will also have one of the “centers” be a small group instruction in reading and/or math.

This sounds like way too much academics. I don’t agree with all these mandates going down to ECE teachers about it.

My kid did not have any academics and did not know almost all of the stuff PP said above (counting to 100, addition, etc,.). He knew the alphabet and still could not read in K.

ECE was so much fun and inquisitive and they did cool things like build an aquarium, set up a broadcast station, lots of great field trips, etc..

Just finished elementary and top student.

My kid started reading in PK4. By K he had abundant, access to stories, culture, information, ideas because he was already a strong independent reader.

Becoming a "top student" was never the point of teaching him to read.

Way to totally miss the point which is by 3rd grade the kids who were not reading yet have caught up to your kid and there is no difference.

Spending too much time pushing reading early at the expense of play is of no benefit and you lose learning other more important skills discussed above.

If you look at studies, the kids in head start might be more ahead academically but all gains are lost later.

This is a weird take.

I also had a very early reader who is now a teenager and he just .. knows a LOT due to all the books he's read. Reading accumulates, and early readers learn more. This shouldn't be disparaged.

Weird take but you don’t seriously think all kids reading 2 years earlier (preK 4 vs 1st) is going to learn more than the other kid in total content by the time they are teenagers, do you???

My kid was a later reader and he knows a LOT too due to all the books he’s read from 1st on.

My kid doesn’t read at all but knows a LOT due to all the videos he watches on YouTube. Reading is overrated.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote: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).

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.

PP here. This is a title 1 school.

Building Blocks! That’s the funny name! Yes, they do that but I thought it started in PK4. I could be wrong about that. There is both whole group and small group during the ELA and Building Blocks, and I believe sometimes they will also have one of the “centers” be a small group instruction in reading and/or math.

This sounds like way too much academics. I don’t agree with all these mandates going down to ECE teachers about it.

My kid did not have any academics and did not know almost all of the stuff PP said above (counting to 100, addition, etc,.). He knew the alphabet and still could not read in K.

ECE was so much fun and inquisitive and they did cool things like build an aquarium, set up a broadcast station, lots of great field trips, etc..

Just finished elementary and top student.

My kid started reading in PK4. By K he had abundant, access to stories, culture, information, ideas because he was already a strong independent reader.

Becoming a "top student" was never the point of teaching him to read.

Way to totally miss the point which is by 3rd grade the kids who were not reading yet have caught up to your kid and there is no difference.

Spending too much time pushing reading early at the expense of play is of no benefit and you lose learning other more important skills discussed above.

If you look at studies, the kids in head start might be more ahead academically but all gains are lost later.

This is a weird take.

I also had a very early reader who is now a teenager and he just .. knows a LOT due to all the books he's read. Reading accumulates, and early readers learn more. This shouldn't be disparaged.

Yeah I understand the research but there seems to be a lot of just anti-academics not just pro-play.

This. There's a lot of Head Start research out there and it takes some expertise to interpret. But it's bizarre how people get so upset about 10 minutes of Heggerty or whatever. A is for apple and it won't kill ya to sing the alphabet song sometimes.

It's okay if some kids want to learn to read. Some kids mostly teach themselves to read and write if they're ahead of the class, and if they don't get instruction they can develop bad habits like not forming letters in the proper way, or pronouncing things phonetically that aren't phonetic in spoken English. They're better off with a little instruction to go with their enthusiasm.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote: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).

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.

PP here. This is a title 1 school.

Building Blocks! That’s the funny name! Yes, they do that but I thought it started in PK4. I could be wrong about that. There is both whole group and small group during the ELA and Building Blocks, and I believe sometimes they will also have one of the “centers” be a small group instruction in reading and/or math.

This sounds like way too much academics. I don’t agree with all these mandates going down to ECE teachers about it.

My kid did not have any academics and did not know almost all of the stuff PP said above (counting to 100, addition, etc,.). He knew the alphabet and still could not read in K.

ECE was so much fun and inquisitive and they did cool things like build an aquarium, set up a broadcast station, lots of great field trips, etc..

Just finished elementary and top student.

My kid started reading in PK4. By K he had abundant, access to stories, culture, information, ideas because he was already a strong independent reader.

Becoming a "top student" was never the point of teaching him to read.

Way to totally miss the point which is by 3rd grade the kids who were not reading yet have caught up to your kid and there is no difference.

Spending too much time pushing reading early at the expense of play is of no benefit and you lose learning other more important skills discussed above.

If you look at studies, the kids in head start might be more ahead academically but all gains are lost later.

I think you're the one who's missing the point.

Teaching my kid to read was never about "getting ahead" in academics. In K-2 my kid had the ability to explore his own interests independently and with greater depth because he could read. He loved it. That is a gift in itself.

I'm very grateful for the 10 minutes per day his class spent on phonics. Maybe some kids don't get much out of it in PK, but I can't see how such a small amount of time is detrimental either. There was plenty of play happening otherwise.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote: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).

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.

PP here. This is a title 1 school.

Building Blocks! That’s the funny name! Yes, they do that but I thought it started in PK4. I could be wrong about that. There is both whole group and small group during the ELA and Building Blocks, and I believe sometimes they will also have one of the “centers” be a small group instruction in reading and/or math.

This sounds like way too much academics. I don’t agree with all these mandates going down to ECE teachers about it.

My kid did not have any academics and did not know almost all of the stuff PP said above (counting to 100, addition, etc,.). He knew the alphabet and still could not read in K.

ECE was so much fun and inquisitive and they did cool things like build an aquarium, set up a broadcast station, lots of great field trips, etc..

Just finished elementary and top student.

My kid started reading in PK4. By K he had abundant, access to stories, culture, information, ideas because he was already a strong independent reader.

Becoming a "top student" was never the point of teaching him to read.

Way to totally miss the point which is by 3rd grade the kids who were not reading yet have caught up to your kid and there is no difference.

Spending too much time pushing reading early at the expense of play is of no benefit and you lose learning other more important skills discussed above.

If you look at studies, the kids in head start might be more ahead academically but all gains are lost later.

This is a weird take.

I also had a very early reader who is now a teenager and he just .. knows a LOT due to all the books he's read. Reading accumulates, and early readers learn more. This shouldn't be disparaged.

Weird take but you don’t seriously think all kids reading 2 years earlier (preK 4 vs 1st) is going to learn more than the other kid in total content by the time they are teenagers, do you???

My kid was a later reader and he knows a LOT too due to all the books he’s read from 1st on.

PP and I mean... I kind of do. I have two kids, one was a very early reader (PK3!) on his own, the other it finally clicked in 1st grade and then he started reading voraciously. Both consistently 99th percentile on all the the measures. But my early reader absolutely knows more things, and I have to believe that reading for a few extra years did contribute to that.

No, not every kid needs to learn to read early. However, it should NOT be discouraged, and early readers do end up getting smart.

Yes, I'm Asian, and I think expectations are too low and the culture is weirdly anti-academic in this country.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote: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).

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.

PP here. This is a title 1 school.

Building Blocks! That’s the funny name! Yes, they do that but I thought it started in PK4. I could be wrong about that. There is both whole group and small group during the ELA and Building Blocks, and I believe sometimes they will also have one of the “centers” be a small group instruction in reading and/or math.

This sounds like way too much academics. I don’t agree with all these mandates going down to ECE teachers about it.

My kid did not have any academics and did not know almost all of the stuff PP said above (counting to 100, addition, etc,.). He knew the alphabet and still could not read in K.

ECE was so much fun and inquisitive and they did cool things like build an aquarium, set up a broadcast station, lots of great field trips, etc..

Just finished elementary and top student.

My kid started reading in PK4. By K he had abundant, access to stories, culture, information, ideas because he was already a strong independent reader.

Becoming a "top student" was never the point of teaching him to read.

Way to totally miss the point which is by 3rd grade the kids who were not reading yet have caught up to your kid and there is no difference.

Spending too much time pushing reading early at the expense of play is of no benefit and you lose learning other more important skills discussed above.

If you look at studies, the kids in head start might be more ahead academically but all gains are lost later.

Okay, no. Not all gains are lost later. Some gains are less visible but then re-emerge when the kids are older. And academics are only one part of the purpose of Head Start. There's a lot of variety in Head Start research outcomes and PP is very wrong to make such broad, conclusory statements.

https://www.chalkbeat.org/2019/8/8/21108602/a-new-study-questions-whether-head-start-still-produces-long-run-gains-seen-in-past-research/

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote: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).

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.

PP here. This is a title 1 school.

Building Blocks! That’s the funny name! Yes, they do that but I thought it started in PK4. I could be wrong about that. There is both whole group and small group during the ELA and Building Blocks, and I believe sometimes they will also have one of the “centers” be a small group instruction in reading and/or math.

This sounds like way too much academics. I don’t agree with all these mandates going down to ECE teachers about it.

My kid did not have any academics and did not know almost all of the stuff PP said above (counting to 100, addition, etc,.). He knew the alphabet and still could not read in K.

ECE was so much fun and inquisitive and they did cool things like build an aquarium, set up a broadcast station, lots of great field trips, etc..

Just finished elementary and top student.

My kid started reading in PK4. By K he had abundant, access to stories, culture, information, ideas because he was already a strong independent reader.

Becoming a "top student" was never the point of teaching him to read.

Way to totally miss the point which is by 3rd grade the kids who were not reading yet have caught up to your kid and there is no difference.

Spending too much time pushing reading early at the expense of play is of no benefit and you lose learning other more important skills discussed above.

If you look at studies, the kids in head start might be more ahead academically but all gains are lost later.

This is a weird take.

I also had a very early reader who is now a teenager and he just .. knows a LOT due to all the books he's read. Reading accumulates, and early readers learn more. This shouldn't be disparaged.

Yeah I understand the research but there seems to be a lot of just anti-academics not just pro-play.

This. There's a lot of Head Start research out there and it takes some expertise to interpret. But it's bizarre how people get so upset about 10 minutes of Heggerty or whatever. A is for apple and it won't kill ya to sing the alphabet song sometimes.

It's okay if some kids want to learn to read. Some kids mostly teach themselves to read and write if they're ahead of the class, and if they don't get instruction they can develop bad habits like not forming letters in the proper way, or pronouncing things phonetically that aren't phonetic in spoken English. They're better off with a little instruction to go with their enthusiasm.

I agree. I really don't get the my kid did even 15-20 minutes of worksheets in a full day they are being denied their god given right to play panic. If they tell you they watch TV and sit at a desk and never do any play, sure, that's really bad. But I fail to see how a few minutes of balance with learning to draw letters is going to hinder their creative abilities. And again some kids prefer to learn to read/write/math at an early age and these schools are balancing 18 kids in a classroom.

[Anonymous]

Anonymous wrote:They're all pretty play based. They're all Head Start compliant.

It can be a long day for some kids, and it also depends on if they nap or not. Just depends on their stamina I guess.

My DD learned a ton of phonics in PK3 with a good but old-fashioned teacher. DD was too. The teacher wasn't pushing it on the kids, but DD was so into learning to read that the teacher obliged. That doesn't make it not play-based, in my opinion. I was very happy with how it went.

Did they start getting Head Start money again? They had stopped for a bit.

[Anonymous]

Anonymous wrote:

Anonymous wrote:They're all pretty play based. They're all Head Start compliant.

It can be a long day for some kids, and it also depends on if they nap or not. Just depends on their stamina I guess.

My DD learned a ton of phonics in PK3 with a good but old-fashioned teacher. DD was too. The teacher wasn't pushing it on the kids, but DD was so into learning to read that the teacher obliged. That doesn't make it not play-based, in my opinion. I was very happy with how it went.

Did they start getting Head Start money again? They had stopped for a bit.

I'm not sure, but they haven't announced any program changes that would make them non-compliant. It wasn't entirely Head Start funded anyway.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote: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).

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.

PP here. This is a title 1 school.

Building Blocks! That’s the funny name! Yes, they do that but I thought it started in PK4. I could be wrong about that. There is both whole group and small group during the ELA and Building Blocks, and I believe sometimes they will also have one of the “centers” be a small group instruction in reading and/or math.

This sounds like way too much academics. I don’t agree with all these mandates going down to ECE teachers about it.

My kid did not have any academics and did not know almost all of the stuff PP said above (counting to 100, addition, etc,.). He knew the alphabet and still could not read in K.

ECE was so much fun and inquisitive and they did cool things like build an aquarium, set up a broadcast station, lots of great field trips, etc..

Just finished elementary and top student.

My kid started reading in PK4. By K he had abundant, access to stories, culture, information, ideas because he was already a strong independent reader.

Becoming a "top student" was never the point of teaching him to read.

Way to totally miss the point which is by 3rd grade the kids who were not reading yet have caught up to your kid and there is no difference.

Spending too much time pushing reading early at the expense of play is of no benefit and you lose learning other more important skills discussed above.

If you look at studies, the kids in head start might be more ahead academically but all gains are lost later.

This is a weird take.

I also had a very early reader who is now a teenager and he just .. knows a LOT due to all the books he's read. Reading accumulates, and early readers learn more. This shouldn't be disparaged.

Yeah I understand the research but there seems to be a lot of just anti-academics not just pro-play.

This. There's a lot of Head Start research out there and it takes some expertise to interpret. But it's bizarre how people get so upset about 10 minutes of Heggerty or whatever. A is for apple and it won't kill ya to sing the alphabet song sometimes.

It's okay if some kids want to learn to read. Some kids mostly teach themselves to read and write if they're ahead of the class, and if they don't get instruction they can develop bad habits like not forming letters in the proper way, or pronouncing things phonetically that aren't phonetic in spoken English. They're better off with a little instruction to go with their enthusiasm.

I agree. I really don't get the my kid did even 15-20 minutes of worksheets in a full day they are being denied their god given right to play panic. If they tell you they watch TV and sit at a desk and never do any play, sure, that's really bad. But I fail to see how a few minutes of balance with learning to draw letters is going to hinder their creative abilities. And again some kids prefer to learn to read/write/math at an early age and these schools are balancing 18 kids in a classroom.

This. The idea that kids who are ready for it should be denied it, even if their parents want them to have it, just so some people can be precious about a 100% play-based program, is silly. We all have to compromise in the public school system with all types of families and cultures and interests and abilities. And you get what you pay for.