One of the most powerful aspects of my Teacher Tom's Play-Based Learning course is that it supports entire "teams" of educators and caregivers to get on the same page when it comes to offering the kind of play-based learning young children need. (See below)
The long-term effects of the things we do to children in schools is a notoriously difficult thing to capture in research.
Generally speaking, however, we as a society have concluded, based on our collective behavior and with little evidence, that more academic training at earlier ages is the way to go. We assume that if we want kids to be good at school (a dubious goal at best) then we must give them lots of practice in preschool, which has lead in recent decades to two-year-olds being expected to sit at desks to be the targets of formal literacy and mathematics training. It has lead to our youngest citizens spending the bulk of their days indoors, focusing increasingly on things like worksheets and memorization drills. And it is harming them.
Many of us, including readers here, have looked on with horror. Preschoolers are simply not developmentally ready for this type of schooling. We see evidence that these unrealistic pressures are one of the leading causes of the current spike in childhood anxiety and depression. When we point any of this out, when we say that the push toward academic preschools is harmful to children and prevents them from working on the foundational social-emotional learning that young children need, proponents of top-down, adult-directed academic style schooling insist that it's the price we must pay for the long-term benefits, especially for disadvantaged children. They point to studies that show that children who are exposed to these "school readiness" types of curricula have a leg up with things like letter recognition and print awareness.
They can legitimately assert this because the research on the short-term effects consistently shows that children from academic preschool programs do enter kindergarten with certain advantages over those who have spent their preschool years playing. The part of the research that they ignore is that whenever an attempt has been made to study the long-term impact, we see that those advantages disappear rather quickly leaving the drill-and-kill kids largely indistinguishable academically, and worse off by other measures, from comparable peers who were not enrolled in academic-based programs.
This is a consistent finding, going all the way back to the
Perry Preschool Project, still the gold standard for long-term research on the impact of preschool. This study continues to track low-income children from a play-based program since the mid-1960's. They were the first to find that academic advantages faded rapidly once the kids moved on to elementary school. It's a result that has been replicated repeatedly, right up to
a recent study on Tennessee's Pre-K program for children from low-income families that not only recreated this result, but found that by 3rd grade the children who attended the academics based program performed
worse on both academic and behavioral measures than classmates who were never in the program.
In other words, the Tennessee Pre-K program harmed the children it sought to help.
The children studied in the Perry Preschool Project, however, the ones who attended a play-based, child-centered program also lost their short-term academic advantages, but continued, into adulthood, to reap the benefits of their behavioral head start. They had fewer teenage pregnancies, were more likely to have graduated from high school, to hold a job and have higher earnings, to commit fewer crimes, and to own their own home and car. They are more self-motivated, better at working with others, and, generally speaking, are more personable.
The key, I think, is that these kids got to play when they were young, which is the soil from which healthy, happy, well-adjusted adults grow.
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One of the most powerful aspects of my Teacher Tom's Play-Based Learning course is that it supports entire "teams" of educators and caregivers to get on the same page when it comes to offering the kind of play-based learning young children need. It gives educators the tools to reveal, explain, and defend their play-based program to parents and other stakeholders who have been taken in by the "academic" snake oil. Parents will likewise find this course empowering as they will learn to become effective advocates for what their child needs. Please join the Fall 2024 cohort for Teacher Tom's Play-Based Learning, a 6-week foundational course on my popular play-based learning pedagogy, designed for early childhood educators, childcare providers, parents and grandparents. I can't wait to share it with you! Registration closes this week, so it's go time! For more information and to register, click here 
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