This is going to be incoherent but I have to write before I lose the thoughts and the concepts deep into the folds of my brain, never to be even partially articulated.
I’m reading a book. It’s called Your Brain on Childhood, by Gabrielle Principe. I’ve only read about 60 pages so far, but I’m captivated. It’s very research-heavy, citing lots of studies regarding child development, animal development, and ultimately the clear theme is that our kids aren’t being kids. Between phones, ipads, computers (all screens), lack of true “play” time (which is actually a necessity for kids! It’s how they learn – truly learn! Not just memorize what they’ve been taught), and a push to be fastersmarterwisermoredeveloped, we’re causing more problems than we’re solving. In trying to help our kids be smart and brilliant and successful, we’re actually doing the opposite sometimes.
Now, I speak as someone who is NOT a researcher, not an expert in human development, not (yet) a mother. So I can’t speak with fact or certainty. But I can speak intuitively, and I can speak from experience, with about a zillion kiddos, all across the spectrum.
And I can observe. And notice what is hardly a surprise: that the rise in learning disabilities is increasing. That more and more kids are on IEPs. That more and more kids are falling behind in school, and more and more kids are hating school. That anxiety and depression are consuming kids younger and younger. I can’t convince myself that this is random, that there’s no reason behind this. Why is it, well, I can’t state with certainty. But from my observations, of my own students and my friends’ children? I’m observing the amount of homework is increasing. That kids have less and less time to play. That more of an emphasis is placed on MCAS and other state testing. That the “fun” units can’t be taught in school because there’s no time. That kids are taught rules and things to memorize but there’s no time to learn what they want. There’s no more time to learn naturally.
I don’t believe it’s a coincidence that my most successful speech/language therapy sessions are the ones in which we veer off course and have a completely child-directed, randomly-flowing, session. It can’t be a coincidence that my students seem to learn more when we’re talking about something that they brought up or noticed. It can’t be coincidental that what they seem to retain most comes from natural learning opportunities, and often ones they have brought upon themselves.
I don’t know what else to say. There are clearly a lot of thoughts in my head and I realize this is anything but coherent, and probably full of vast accusations and gross generalizations. But I gave you the disclaimer that this is based on absolutely no fact, nothing but my own brain, my life, my experiences. I’m sure they’ll be more to come, more to say, and maybe some cohesiveness eventually. But in the meantime?
Does anyone else, whether you’re a student, a professional, a parent, get this? Feel the same way? Totally disagree? Tell me your thoughts. It’s okay if they’re not based on anything other than the neurons firing in your head.