Erika Christakis Quotes

Do preschoolers need all the trappings of elementary school . . . ? The faux academic overstimulation? The enforced choices? The cult-like obsession with readiness? I would say, mostly, they do not. And I think some of these trappings, such as the notorious print-rich environments we encountered with their busy totems to industriousness, can actually interfere with the task of becoming a good communicator and a literate person. We spend a lot of energy on creating print-rich environments but that's not at all the same thing as creating a language-rich environment.

Consider again the hope that Finland offers; its guidelines for preprimary (preschool) education remind us that:

"The basis for emerging literacy is that children have heard and listened, they have been heard, they have spoken and been spoken to, people have discussed things with them, and they have asked questions and received answers."

For our young children, what else is there to wish for?

Young children are for the most part just and moral. They love preachy stories because they do in fact understand that actions have consequences. Yet they turn to adults for the mercy and subtlety that they themselves can't yet summon. And who can blame them? They are still little and vulnerable, uncompromising to a fault. . . . they want an adult's protection from their own rough justice. This, I think, is the one true story of early childhood, the yin and yang of being a small person.

It's confusing emotional terrain for children to inhabit, and we must guide them gently through it. Is it intimacy you want, or freedom? Protection or power? Childhood is a kind of enslavement, but it's a liberation, too. Young children's emotions are all about this basic conflict. Feed me. Hold me. Comfort me. Fix me. I hate you! I can do it myself.

Playing grocery store is actually better for brain development than a math work sheet with cartoon shopping carts? It has to be some kind of trick. Yet after decades of research, the benefits of play are so thoroughgoing, so dispositive, so well described that the only remaining question is how so many sensible adults sat by and allowed the building blocks of development to become so diminished.

Young children are important because they contain within themselves the ingredients for learning, in any place and at any time. Parents and teachers are important, too. And that's because they still control the one early learning environment that trumps all the others: the relationship with the growing child.

Children are intuitive scientists and armchair philosophers, brimming with such startling observations that it's hard to believe they've come from people barely out of diapers. . . . But, along with their Talmudic wisdom and intellectual acuity, preschoolers can surprise, equally, with their undeveloped motor skills, atrocious impulse control, and venal self-interest. Like teenagers, whom they closely resemble developmentally, preschoolers are a complicated mix of competence and ineptitude. The problem with American early education is how often the grownups misread, and even interchange, those two attributes completely, and at such critical moments for learning.