The Campaign for a Commercial-Free Childhood Asks the NAEYC to Revise Position on Technology

The National Association for the Education (NAEYC) is the premier advocacy group for young children.  Their position statements and publications are used to influence policy both in private and public education.  In fact, I have used their recommendations to advocate that my own children not participate in standardized testing until the third grade (if at all).

It has been five years since the NAEYC has revised their technology position.  According to the revision draft:

The purpose of this position statement is to provide a framework to guide practice in the selection, use, integration, and evaluation of technology tools and screen media in early childhood settings serving children birth through age eight…

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British Teachers: Standardized Tests "Deny Children a Well-Rounded Education"

Photo by Merelymel13Standardized testing strips "primary school children of their basic human right to a well-rounded education"

Standardized testing strips "primary school children of their basic human right to a well-rounded education"

Springtime in the United States means it’s time for standardized testing.  In California, STAR testing begins in the second grade, despite recommendations from the National Association for the Education Young Children (NAEYC) that this is too young. NAEYC explains:

  • Standardized tests for young children must be valid and reliable for their purposes and must be used only for those purposes for which they were designed.
  • Standardized tests may be used only if and when they bring benefits to young children (through more individualized planning, more appropriate instruction, a better match of curriculum and instruction with individual needs, and clearer communication with parents).

Of course, assessment is an important part of education, but it must be authentic and developmentally appropriate.  According to the NAEYC position statement:

• Assessment evidence is gathered from realistic settings and situations that reflect children’s actual performance.

To influence teaching strategies or to identify children in need of further evaluation, the evidence used to assess young children’s characteristics and progress is derived from real-world classroom or family contexts that are consistent with children’s culture, language, and experiences.

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