By Gallia Adam. Worksheet. Published at Friday, April 26th, 2019 - 20:38:31 PM.
By my definition, these are NOT worksheets: A data sheet — for example, when we did our water science experiments and our magnet sensory play, my kids recorded their findings on paper. An activity sheet using stickers or other manipulatives — such as my dot sticker pages. a printable used for pre-writing or organization of thoughts. A sheet that provides cutting practice. A play dough mat. Why I’m not crazy about worksheets: I prefer hands-on learning. I think it’s more interesting and is much more appealing for kids of all learning styles. A steady diet of worksheets can be boring and dampen enthusiasm for learning. Young children, especially, learn best through concrete experiences. Worksheets may be too abstract for preschoolers.
Developmentally Appropriate Activities, There are many active, and far more interesting, ways for children to begin understanding words and numbers than via worksheets (Mason, 1986). A classroom with a developmentally appropriate curriculum is a print-rich environment. The walls are covered with signs naming objects, stories children have dictated, lists of words they have generated, pictures they have painted and labeled, and charts of classroom jobs (such as feeding the pet and passing out napkins for snack). At the small motor activities table there may be sandpaper letters to feel and puzzles to complete. Creative activities may include squirting shaving cream onto the table and having children make designs and write their names. And always there are many books to explore, examine, wonder about, listen to, and love as they are read aloud. In these ways, children learn that reading and writing are useful skills, not simply tedious activities adults invent to make school boring. It takes a lot of experience with words and print for children to understand why it is good to be able to read.
Conclusion, There are two fundamental problems with worksheets. First, young children do not learn from them what teachers and parents believe they do (Kostelnik, Soderman, & Whiren, 1993). Second, children’s time should be spent in more beneficial endeavors (Willis, 1995). The use of abstract numerals and letters, rather than concrete materials, puts too many young children at risk of school failure. This has implications for years to come. Worksheets and workbooks should be used in schools only when children are older and developmentally ready to profit from them (Bredekamp, S. & Rosegrant, T., 1992). Our challenge is to convince parents and others that in a play-based, developmentally appropriate curriculum children are learning important knowledge, skills, and attitudes that will help them be successful in school and later life.
Demonstrating Progress, If we cannot demonstrate children’s progress with worksheets, how do we provide evidence of learning? Here are several ways: Portfolios – A portfolio is a collection of a child’s work. Portfolios can include the following: Work Samples, Keep samples of each child’s drawings and writing, including invented spelling. Photographs of creations of clay, wood, and other materials can also be included. Children should have a say in what is included in their own portfolio. Date each piece so that progress throughout the school year can be noted. Observations: Keep observational records of what children do in the class. There are many efficient methods of recording children’s behavior. Audio and video tape can capture them in action. Occasional anecdotal notes also help. Checklists: Record children’s skill development on checklists. Progress in beginning letter recognition, name writing, and self-help skills, for example, can be listed and checked off as children master them.
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