Our Kids' love of learning.

I’d like to open this blog with something I am particularly passionate about. Education and how to go about it thrills me, especially when I watch little kids blossom. Of course, I have absolutely no formal training in the how to go about it department, but, after all, I’ve been to school, went through K-5 at least, and I understand that makes me an expert.

I just finished my second book. It’s called Success…swimming in a sea of. In it, fourteen individuals in this community described how they define success in their lives in various categories and what life experiences led them to those conclusions. A few of the contributors to the book are professional educators and it was amazing to me to learn that they, to a person, recognize the value of developmentally appropriate learning and are somewhat skeptical about today’s pendulum swing toward rigid standards.

These are quality educators who understand how to mold and shape young minds. They’ll quickly tell you that a child’s education can be individualized, that children learn at different levels and at different times,that one child’s brilliant achievement at age 5 may come just as brilliantly to another, but at a later age and perhaps in a different manner.


Many, many (perhaps not all) children show up for kindergarten, first and second grade eager to learn, full of curiosity, wide eyed, and energetic. They have an almost inherent love of learning.


Children whose teachers in grades K- 2 focus on creative education, sociable learning, and individual, hands-on imaginative teaching, will nearly always end up ahead of the game academically and they’ll get there with their love of learning intact. That’s not purely anecdotal; I’ve observed that myself for about twelve years now.


Unfortunately, this approach has run head on into a confrontational model which insists that appropriate academic achievement can only happen in a heavy, disciplined environment where learning the basics is what it’s about. Some call this a “drill and practice” model Most of us grew up under this type of system. Most of us survived it and learned (perhaps in spite of it). And, of course, we’re now experts in early childhood education.


This works fine for me if my child is one who thrives on the competition, the challenge, and who is developmentally ready for those challenges when they are literally shoved at him in kindergarten and first grade. The problem, of course, is that it completely fails to recognize that kiddos learn differently because they develop differently. Children who aren’t ready to learn addition and subtraction in kindergarten and first grade very often do learn that they are stupid and slow and just can’t measure up to the others.


What does that do to the excited, wide eyed, love of learning they brought to the table when they first arrived? How long before that love of learning is totally gone and the 5th grader can name all the state capitols by rote action, but couldn’t care less? Will he go on to college? Would she have if her love of learning had remained and excited her?






[Okay. This post is 564 words. Reasonable? Or should it be shorter? Incidentally, take a look at Don Pettygrove’s comment on capitalism and free enterprise. I plan to get to that one soon. It’s a great topic and now is an exciting time to think about it.]