Teachers in early education, those with students between birth through age 8, use to the term “developmentally appropriate” to describe teaching approaches and content that align with proven research in child psychology, pediatrics, developmental psychology and neuroscience. The Common Core experienced attack from early educators, because teachers of early education find Common Core standards for young learners to be developmentally inappropriate. The Washington Post stated that the reason lies in the fact that the development of the Common Core did not include teacher participation.
Recent critiques of the Common Core Standards by Marion Brady and John T. Spencer have noted that the process for creating the new K-12 standards involved too little research, public dialogue, or input from educators. Nowhere was this more startlingly true than in the case of the early childhood standards—those imposed on kindergarten through grade 3. We reviewed the makeup of the committees that wrote and reviewed the Common Core Standards. In all, there were 135 people on those panels. Not a single one of them was a K-3 classroom teacher or early childhood professional.
One item that received much denouncement from early education experts is the standard for Fluency in English Language Arts in kindergarten: CCSS.ELA-Literacy.RFK.4 – Read emergent-reader texts with purpose and understanding.
One interpretation of reading “with purpose and understanding” leads educators to think that the writers of the Common Core expect kindergarteners to read like 8 year old children. Research places reading development into stages, and educators find that specific Common Core standard goes against research of kindergarteners’ development.
Source: Education Roundtable