By Gallia Adam. Worksheet. Published at Tuesday, April 23rd, 2019 - 09:18:04 AM.
Before a child can hold a pencil and make an accurate mark on paper, he must have a great deal of small motor control. He needs practice with various materials and objects that require grasping, holding, pinching, and squeezing. He must have ample opportunity to make his own marks with objects such as paint brushes, chalk, fat crayons, and felt-tip markers. Only later, when he has achieved the necessary finger and hand control, should he be asked to write words or numerals with a pencil. The timing of this accomplishment will vary among children. Some four-year-olds and most five-year-olds are ready to write a few things, notably their own names. But, we must remember that each child develops on his or her own schedule, and some six-year-olds may be just starting this task. If they are encouraged, rather than criticized, they will continue to learn and grow and feel confident.
The Worksheet Dilemma: Benefits of Play-Based Curricula. It was three o’clock and preschool was over for the day. Four-year-old Jamaica, her arms full of papers, called out to her mom. Jamaica’s mother smiled and asked, ”What’s all this? Your school work?” Jamaica nodded and handed the papers to her mother. Jamaica had spent a large part of the afternoon in her seat, pencil in hand, filling out worksheets. On one she had drawn lines from the letter ”A” to the picture of an apple; from the letter ”P” to the pear; and from the letter ”O” to the orange. On another sheet she made her pencil go from the dot on the top line to the dot on the bottom line, thus making the lower-case letter ”l.” Jamaica’s lines were a bit shaky, and her teacher had written, ”You can do better” on the page. Jamaica’s mother was concerned when she saw the comment and worried that her daughter was not performing well. In truth, Jamaica’s work was fine. Her teacher’s expectations were the problem.
Mathematical understanding is more than recognition of numerals and amounts. Sorting, categorizing, putting items in a series, and problem solving are all important math concepts (Raines & Canady, 1990). The teacher may believe that Jamaica understands the concept of ”four” if she circles four flowers on the worksheet. But until Jamaica can transfer that learning to other situations, such as the number of places at the table for four people, Jamaica does not truly understand what ”four” means. Similarly, Jamaica may be able to print the letters ”R,” ”U,” and ”N” on a worksheet, but be unable to read the word ”run” when she sees it in a book. The mere accomplishment of the worksheet task does not signify the child’s ability to read or comprehend.
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