Reading Before Kindergarten- Is It Really Necessary?

Reading before Kindergarten- is it necessary? Is it beneficial? Is it something parents and educators should be spending their precious minutes with the children on? As time goes on, more and more pressure is put on parents to have high academically achieving children and preschools across the nation are meeting this “need” by giving kids an academic-based preschool in exchange for a play-based preschool.  

I’ve been hearing an ad for a local preschool in my area that boasts “We will have your kids reading before kindergarten!” and every time I hear the ad it makes me angry that they are adding to the social pressure put on parents for having a reading four or five year old! No parent should ever have to feel inadequate because their child isn’t an early reader. It goes without saying that this is not a preschool I can support.

Reading to her horses, even though she can’t read! What great pretend play that will eventually lead to reading.

Did you know that if your kid is reading before kindergarten, studies have shown that by 2nd grade they don’t have much advantage over kids who learned to read in kindergarten? Did you know that teaching your child to read before they are ready can actually drive them away from reading and make them a worse reader in the long run? It may be exciting at your mom group to brag about how academically advanced your child is, it’s exciting to celebrate your kid’s accomplishments! But that shouldn’t be shadowing out what they truly need. 

I have even felt the pressure myself and my daughter is not even 3 years old yet. I see friends with kids similar ages who can name letters and sounds so easy, yet my daughter is just barely showing a small interest in letters and not even close to knowing what they are or what they say. This is discouraging because I have read to her every day and she has been exposed to letter for years now!! But she will pick it up in her own time. Until then, she is establishing her love of reading, and that is more important than letter names right now.

Reading before kindergarten is not bad by any means! If your child is genuinely showing an interest in letters and words and stringing them together to read sentences, by all means, let them fly!! When it comes to teaching kids to read, let them lead. 

There are so many other things we can and should be doing with our kids instead of pushing reading on them. First, back to the basics that create lifelong readers, and some of my favorite things to do!

Talk 

Sing 

Read 

Write 

Play 

These fundamental skills build the learning basics of reading. Talking and singing with them will do more in the long run than pushing letter learning on them. Giving them genuine time to play, build, and make-believe will do wonders. Play is a child’s work! It’s how they learn and grow. 

Choosing an academic-based preschool and even kindergarten robs them of their most needed resource- PLAY! Let the kids play, really play! Mary also wrote out 5 lessons her kids taught her about play that is also helpful in this situation! I also loved her perspective of Kindergarten readiness from a teacher AND a parent standpoint when her daughter was almost kinder age! She has amazing resources and tips for us. 

Other things you can focus on with your child that promote kindergarten readiness instead of reading: 

Sensory activities

Writing, drawing, coloring, and painting 

Puzzles and problem solving 

How to maintain and hold a conversation 

Establishing a love for books and being read to 

Build positive relationships with books- from the beginning!

Let’s take the pressure of reading off kids! Let’s play and sing and let the kids lead! Choose a play-based preschool, give them books, point out letters in your daily life, and when they are interested, let them read! 

What are your thoughts on reading before kindergarten? Do you as a parent feel the social pressure of early reading? 

Teacher Resources During COVID-19 School Shutdowns

Dear teachers, 

I know you’re stressed, we’re all walking in uncharted territory right now. Schools shutting down left and right, or if your school is still open, very few students showing up each day. How do we help our kids? How do we help them not regress during this stressful time? How do we calm their nerves as well as our own? 

It’s hard to be in the situation we are all in. It’s hard not to see your student’s faces every day, and have to worry about if they have enough food or if their behavior will regress (again) once they are back. So many variables for so many different situations. 

Luckily, we’re all going through this together and there are resources out there for us! Our community is banding together and helping where we can. Here is a quick list of the fun things you can send home to your parents for your students to do during their time away from school. 

Mo Willems is doing lunch doodles every day with kids. His first episode was 22 minutes long, his most recent episode was 27 minutes long. They are at 1 pm Eastern Time every day on YouTube, or they can watch them whenever they like later. 

On Instagram, @macbarnett is doing a live read-aloud of his books every day at noon PST. 

Cincinnati Zoo is doing a live video on their Facebook page each weekday at 3 pm Eastern Time. They will be highlighting their favorite animals and sending kids off to do an activity from home. 

Welcome back for our second Home Safari! Today we will be learning more about Rico the Brazilian porcupine! After the video check out this page on our website for a fun activity to work on at home – http://cincinnatizoo.org/home-safari-resources/ Join us each day at 3pm EDT as we highlight different animals that call the Cincinnati Zoo home.

Posted by Cincinnati Zoo & Botanical Garden on Tuesday, March 17, 2020

At nps.gov kids can download special interest books. 

Our local library here in Utah is live-streaming their storytime on Instagram live every weekday at 11 am MST and a boredom buster for kids at 4 pm. You can follow them at @provolibrary 

Utah’s Hogle Zoo is doing a Facebook and Instagram live every day at 11:30 am MST featuring their fun animals and educating them on each one. 

Search around on every social media platform and you are certain to find a variety of posts and live videos geared towards educating kids because everyone can see the need right now. Also, a simple post to help parents make it through as well.

Other resources you most likely know as a teacher, but maybe haven’t mentioned to parents yet: 

GoNoodle, Khan Academy, Newsela, National Geographic Kids, PBS kids, Starfall ABC app and Starfall.com, VOOKS, Virtual Field Trips,  and Lucid Charts. Also, remind students they can still collaborate with peers via Google Drive. 


Guys, we can do this. It’s going to be hard and uncomfortable for most, but we can band together amidst the chaos and confusion. 

What other tips and resources do you have for parents and teachers? Let’s start a list together, we can go further with collaboration! 

Parent Resources For School Closures

With schools across the nation shutting down for COVID-19 social distancing purposes, parents are left at home, many overwhelmed by keeping up with student’s needs for learning. 

First, take a deep breath. There are resources and help out there for you, and I want to share my best tips with you as well. 

Whether you have a newborn or a college student moving home, these basic principals apply. 

TALK

Talk to your kids. Ask them their thoughts and feelings, tell them about your day and your thoughts and feelings. Comment on colors of objects or numbers around you. Have open, fun conversations. 

SING

Sing lullabies and I’m A Little Teapot, sing made up songs about washing hands, and throw a little Queen in there. Sing them songs. 

READ

Read picture books and chapter books. Read their favorite book and your favorite book. Read them magazines and online articles. It doesn’t matter what you’re reading, it just matters that you READ. 

WRITE

Write small journal entries about their day, write a book, write a sentence. Have them notice everyday life and write about it. Let them see the scientific method be put to use every day in the simple things like getting dressed or choosing a breakfast food, and write it down. Use a pencil, use a pen, use a computer, but all they need to do is put words together to make sentences. Or if they are younger, put pictures together to create a story! 

PLAY

Engage in real, genuine, play. Make pillow forts and cuddle on the couch. Just enjoy your time together and use your imagination. 


No need to overcomplicate an already stressful situation. Just take it day by day, do your best, and wash your hands. You’ve got this! 

The Worst Phone Call I’ve Made to a Parent

My hands were shaking as I picked up the phone. I was about to make a phone call to a parent of one of my best first-grade students, a call that I never thought I would have to make during my time teaching, especially during my very first teaching experience.

“Hi, Mrs. Johnson, it’s Mrs. Ross, your daughter’s teacher right now while her regular teacher is on maternity leave. I’m calling about your daughter, we had an incident today that I need to let you know about. While we were doing an activity with scissors, a boy in the class took a pair to your daughter’s braid and cut off the end of it. It was about an inch of hair and she is devastated. Do you mind talking to her for a little bit?” 

When the phone was handed back to me a few minutes later, I apologized over and over to her. I couldn’t believe that something like that happened in my classroom. All of the reminders of procedures and the rules we had in place for using scissors, it all went out the door the second the little boy put the scissors up to her hair. I felt like a failure as a teacher. 

Her mom came to pick her up from school early, she was too upset to make it through the school day. Proper action was taken on the situation with both students, and at the end of the day when all of them filed out of my classroom, I finally let my emotions show. I sat with other teachers in the copy room while we prepped for the next day and I told them how awful I felt about the situation. All of them helped me feel better by swapping their own stories of situations they have been in with students throughout their years of teaching, it helped me realize I wasn’t alone, others had been in this boat before too. 

What really helped most was my conversation with this little girl’s mom the next day. She dropped her off at school in the morning with a fresh new haircut and I continued to apologize to each of them again. Her mom responded by letting me know that she wasn’t upset in the slightest, either at me or the other student. These kids are seven years old, they are unpredictable and emotional human beings and it would be impossible for me to keep my eyes on each of them at all times, it wasn’t my fault. She even ended the conversation by asking if she could volunteer for anything, even if it was just cutting up things for me (since we had a new classroom rule of NO SCISSORS ALLOWED until I could get over what had happened). 

I expected her to be more upset with me, blaming everything on me, so to have her be understanding and in my corner was refreshing and uplifting. It really made me realize how much we as teachers need parents. They can be your advocate in bad situations. Don’t get me wrong, I’ve dealt with my fair share of difficult parents too, but that doesn’t mean they are all that way. Even though I was only in a long-term substitute teaching job, I wish I could have gone back and utilized parents more from the beginning. They really can be your best tool, if you let them in. 

I truly am curious, what is one of your worst teaching memories that you can hopefully look back on and laugh now? 

Is Handpicking Your Children’s Teachers Really Benefitting Them?

How often do you hear as a teacher or a parent in a school, “Oh, Sally Sue is in Mrs. Smith’s class because her mom requested her to be there.” Or, “I would never let my child be in that teacher’s classroom, the principal knows this.” 

Is there a benefit to choosing your children’s teachers? There could be because you know your kid best, you know how they work, if they can handle disorganization or not, their interests, and how those line up with the teacher.  

But, could you be doing a disservice to your child by handpicking their teachers? Someday, your kids may not have the opportunity to pick and choose their employers and especially those they work with, they will have to know how to handle different personality types. 

One excuse I hear often from teachers is that their kids do not do well in disorganized classrooms, they are too Type A to handle it and their grades would be affected. But here is a question we all need to consider. Is it better for your child to struggle and learn coping skills in 5th grade, or in college with their professors? Or roommates? What about their first boss? 

Also, let’s dive into the teacher’s perspective. First, it can be slightly offensive to them when they hear a student cannot be in their classroom because their parents had a hand in who educates their child, it can make the teacher feel inadequate or unappreciated. Maybe an unorganized teacher has had a Type A student in the classroom before and they know what tools to use to help these students. 

Maybe you’d be surprised at what students can accomplish in circumstances that are less than ideal for them. Maybe they will struggle for a time, but then know how to learn in various ways, a tool they will need for the rest of their lives.

So maybe we shouldn’t handpick teachers for our kids. Maybe we should let our kids grow and learn outside of their comfort zones. 

 Do you choose your children’s teachers? Teachers, how does it affect you when you find out parents choose their kid’s teachers?   

Who is asking for the trophies in the “Everyone Gets a Trophy” era? #TeacherMom

In each of the city recreation classes my kids have tried out, they have always ended with a trophy or medal. Why? I never asked for one. My kids never asked for one.

And yet the plastic clutter ensues, while bewildered parents also shoulder the blame for this “everyone gets a trophy culture.”

On a highly scientific poll I conducted on Twitter last week, not a single parent marked that they had ever requested these trinkets.

I’m starting to suspect that this has more to do with Alfie Kohn’s (far more scientific) research demonstrating that blaming young adults and parents is simply tradition:

“With respect to the specific claim that “kids today” are spoiled and their parents permissive, I had fun a few years ago digging up multiple examples of how people were saying exactly the same thing about the previous generation, and the one before that, and the one before that, and the one before that.”

~Alfie Kohn

Certain traditions, like providing a trophy for participants, may perpetuate amid people’s good intentions. But for parents (and teachers) facing criticism for coddling kids, may we find confidence as we continue striving to simply meet developmental needs. May we avoid perpetuating inaccurate generalizations. And may we continue to try to listen to each others’ voices and be responsive to one another.

featured image: Selbe

The First Time Our Child Was Asked “To Come Out and Play” #TeacherMom

My oldest was 4 years old, and she was happily playing with her toys in our 3rd-story apartment. Suddenly, a knock came on our door: a 7 year old girl who lived a couple blocks away wanted to know if our daughter could come out to play.

My husband and I looked at each other. Could she just go out to play? Where would she even go? Our apartment building was mostly surrounded by parking spaces. And could she just skip away with this little girl without one of us accompanying them?

We asked our daughter what she thought about the idea. Her response was to leap up and run for her shoes. So we told the neighbor that it would be alright if they stayed nearby. Our 4 year-old couldn’t have been prouder to cross our threshold without us.

And we were left peeping through a a chink in the blinds to make sure everything was alright.

And it was! They had a great time running around a little patch of grass for a while, and then the neighbor brought her back upstairs. Pretty tame, as far as first outdoor independent play goes. But powerful. It was the first foot in the door to a world where our child didn’t need us anymore. A scary prospect for all parents, but especially when we’re bombarded daily with headlines and messages that make us all want to keep that door locked tight until the 18th birthday.

But the problem, of course, is that it doesn’t work that way. Growing up to become an autonomous adult is a process that must build throughout childhood. Parents should feel supported as they make decisions on what exactly this will look like for each of their own children. It’s hard enough to do this confidently — even without the internet endlessly supplying worst-case scenarios and vilifying parents for daring to make reasonable decisions about what their kids are capable of.

And if parents aren’t trusted in these judgement calls with their own children, how can we possibly trust our teachers?

That’s why, when I talk about independent play, my first goal is to reassure parents. They need to know they are not bad parents for letting their kids walk 3/4 mile to school (even in the rain!), or for allowing their child run a lemonade stand without continual supervision, or even for leaving him/her in the car on a mild day while you run in for a quick errand, if you, as their parent, have judged them capable of handling these scenarios.

The hardest part about building autonomy in our children is that it is almost guaranteed to feel uncomfortable. We can’t predict exactly how it will unfold — will they get along with others? will they remember the path home we’ve walked together many times? will they remember how their bike lock works? — but that unpredictability itself is one of the essential ingredients required for autonomy to unfold.

So let’s think about ways we can support and reassure parents as they strive to build autonomy in their kids:

  • Share accurate statistics on crimes (Pew Research Center is a great source), such as the fact that violent crime has decreased since 1990, or the low chances of random child abductions from strangers (“…if you wanted your child to be kidnapped by a stranger, do you know how long you would have to leave that child outside, unsupervised,  for this to be statistically likely to happen?…You’d have to leave your kid waiting at the bus stop 750,000 hours [or 85 years].” ~Lenore Skenazy)
  • Hesitate before sharing that scary “see-how-easy-it-is-to-snatch-a-child” video or “my-child-was-almost-abducted-from-our-shopping-cart” story. Given the statistical rarity cited above, the sad truth is that such stories tend to be rooted more in racial bias than actual danger.
  • Encourage adventure playgrounds and other environments that promote healthy risky play.
  • Join your school’s Safe Routes to School organization to help make kids’ walk or bike ride to school safer.
  • Share strategies for reasonable precautions parents can take without making them feel like they have control over all possible scenarios.
  • Support legislation like Utah’s free-range parenting bill that protects parents trying to make these judgement calls for their children’s autonomy.

From that first encounter with outdoor unsupervised play to watching a high school grad embark on their new journey, let’s find ways to help parents feel confident in building happy, healthy, and independent children!

featured image: DeathToTheStockPhoto