Reading books to preschoolers is one of my favorite things about my job. If the classroom is getting a bit too rowdy for me, I know I can pick up a book and start reading out loud. By the time I turn to the second page, a few kids gather around. Soon, most of the class is sitting around me listening. I love the way kids this age become so engaged with the story that they call out when they see something in the illustrations, or they anticipate some of the lines in the book.
One of the most gratifying things as an author is reading my own books to kids. Now I hear kids call repeating words that I wrote. There is a child in another classroom at my center who has to point out each character on each page. “There’s Rita. There’s Johanna.” After pointing out everyone, he sits back down. When I turn the page, he stands up and points out everyone on that page. It’s great to have someone so excited about my book.
One time I was at another childcare center to read. As I turned the page, the illustration shows Bree holding up a worm. A child rose to his knees and pointed and said, “Look, a worm!” I was just about to say, “You’re right. She does have a worm.” I was thinking I could ask how many of the kids have found a worm. But I didn’t say anything because a teacher scolded the child telling him to sit quietly so I could read. I read the rest of the book, but I didn’t have any other enthusiastic kids calling out.
After the book I asked the kids questions and they asked me some questions. The kids had a lot to say, but every time they became a bit animated (kneeling, talking over each other) a teacher scolded them. It was hard to have a conversation because the teacher kept interrupting us.
On my walk to the bus, I realized none of the teachers commented on my books with the kids (or me). They thanked me for reading to the kids, but otherwise the only time they spoke was to scold the children. It seemed that for the teachers the main learning experience was learning how to sit and wait for a turn to speak.
I find this often happens in preschool classrooms. More attention is spent on obedience than on the learning experience. Children are often told to sit “crisscross applesauce.” This refers to sitting on the floor with legs crossed.
In terms of learning, I have not been able to find a study that shows any more knowledge retention, or an increase in engagement when sitting this way. My own experience finds quite the opposite.
I think one of the reasons children are asked to sit that way is so they don’t disrupt the attention of others who are listening to someone speak. I don’t think there is anything wrong with telling children that they need to make sure everyone can hear or see. But there are many ways to sit without disrupting others. It can even include children leaning on each other.
In my classroom, I let children choose to sit or stand the way they want when I am reading a book. I do ask children to make sure others can see, so fairly quickly the kids and I find that the higher up you are, the further back you need to be. For example, if you want to stand, you go in back. If you want to lie down, you need to make sure no one is in front of you. I do have to remind children occasionally, but certainly no more than in classrooms where they are supposed to sit crisscross applesauce. The difference is, the kids in my room can look around and see the other kids and realize why they are moving. It is not because the teacher said so, but because the child behind them is saying, “I can’t see.”
I think this issue of enforcing compliance can lead to teachers scolding children more harshly. Rather than giving children a gentle reminder that someone behind them can’t see if someone stands in front of them, the teachers react as if the child is disrespecting them for not obeying. The child is just being a child who can’t sit in one position for long (just like many adults). If there is any disrespect happening, I think it might be coming from the teacher.
Embracing Rough and Tumble Play 