Source: Sesame Workshop (click for detail)

One potential victim of January's fiscal cliff is Head Start, the early education program for children from low income families. Rarely mentioned in the budget debates are the $590 million dollars that Head Start could lose in federal funding.

Our school here in New York maintains a relationship with two area Head Start programs. Each December, our students visit the centers to play games and sing holiday songs. Our middle-schoolers build toys in the wood shop, bake gingerbread cookies, hand-print wrapping paper, and stuff envelopes with crafts to spend the day with classes of 3-to-5-year-olds. Our students come back with lively stories, but even more so, they come back with a recognition of the disparate nature of "school." It's not just the physical differences between buildings, but it's also the realization of space and resources -- and the critical significance of early education.

Head Start began as an initiative from President Lyndon Johnson's War On Poverty. It has grown through sequentially updated federal grants overseen by the Administration for Children and Families in the Department of Health and Human Services. Head Start programs annually reach one million children in inner-city or rural areas.

Source: Citizen Action Of New York

Head Start's crucial mission is to promote school readiness and social and cognitive development through a host of early childhood services. Startlingly, though, several recent Congressional budget proposals have slashed its funding. The risk of the fiscal cliff also holds drastic implications for tens of thousands of children who would lose their access and their teachers.

Source: The Urban Child Institute

Some voices still argue whether the cost of high-quality early education is worth the financial trade-off. Other advocates for homeschooling declare that preschool exposes children to inconsistent discipline and undermines the parent-child bond. A recent New York Times column from Nicholas D. Kristof even explores the extent to which Appalachian families may intentionally avoid early schooling in order to keep their children illiterate and, therefore, receive government disability checks.

Source: W.K. Kellogg Foundation (click for detail)

Most educators, however, agree that early childhood education is more vital now than ever. The dynamic world of social interactions and linguistic guidance means that children can thrive under the stewardship of an experienced teacher. A well-intentioned dialogue does exist about the proper balance between play and academics in the early grades. Most agree, however, that the best teachers bring an invaluable toolkit of imaginative educational ideas to inspire young minds and aid in the joy of discovery.

Here we've gathered a collection of infographics that sum up the current state of early learning. Also, check out this video by designer Alena 'Ash' Heath for First Five Years Fund, an organization dedicated to achieving "better results in education, health, and economic productivity through investments in quality early childhood education for disadvantaged children from birth to age five." The organization even has a customizable toolkit to engage local media and Congresspeople in expressing support for early education up against the financial cliff.


Early Learning Matters from Alena 'Ash' Heath on Vimeo.

John Seely Brown gave the keynote address on "Cultivating the Entrepreneurial Learner in the 21st Century" at the 2012 Digital Media and Learning Conference. The Global One-Room Schoolhouse animation below captures the highlights from his address. This visualization on the importance of rethinking the approach to teaching and learning needs no further explanation. It is worth every minute, and every legislator, administrator, teacher, and student should make time to watch it.



The Global One-Room Schoolhouse: John Seely Brown (Highlights from his "Entrepreneurial Learner" Keynote at DML2012) from DML Research Hub on Vimeo.

Source: MoMA

This summer, the Museum of Modern Art in New York opened the Century of the Child: Growing by Design 1900-2000 exhibition. The inspiration for this show was taken from Swedish designer and social theorist Ellen Key’s book, Century of the Child, published in 1900. Key saw the 20th century as a period of progressive thinking about the rights, development, and well-being of children as important to nurture in society.

Source: MoMA

As we get deeper into the 21st century, some of the same issues raised at the beginning of the last century are emerging today, particularly in the area of education. The exhibition examines “the material world of children from utopian dreams as citizens of the future to the dark realities of political conflict and exploitation.” Sound familiar? During the last century, modern architects and designers preoccupied themselves with childhood, including school architecture, clothing, playgrounds, toys, games, and a lot more. MoMA produced a wonderful interactive website to go along with this exhibit. The timeline walks the visitor through the objects on display by period, complete with detailed information and related works.

Source: Pat Kane, The Play Ethic

The exhibition starts at the turn of the last century when the kindergarten movement emerged. The "children's garden" was to be a place that valued a child’s enjoyment, creative process, and intuitive investigation of materials. This is not what many kindergartens look like today. Too often they are worksheet driven in preparation for testing. Ironically, the timeline ends with the quote by Pat Kane from his book The Play Ethic, featured here, on how play will be our dominant way of knowing, doing, and creating value. Perhaps we should send legislators and government officials on a field trip to this exhibition.

Historically, the notion of what’s best for children changed as events of the world and advancements in technology evolved. Similarly, the preoccupation with the best way to educate children is going through the same process today. Perhaps it’s because we’ve lost the focus on creativity and play in the classroom. For more than a decade, NCLB has pushed education into mediocrity, opting for a homogenized system to pass tests. We’ve taken the play out of learning, and as a result, children have disengaged in a flawed process to the tune of over a 35% dropout rate.

Source: ASIDE, 2012

Today, free play to learn how to socialize, invent, and imagine is rare; instead, child's play is organized. Add in diminished recess, limited physical education, and worksheet-driven classrooms and we have a recipe for unimaginative kids who lack a passion for learning. It is no wonder that we have trouble getting kids to think creatively. If they can’t play, they can’t learn and certainly not innovate.

This is Tony Wagner’s point in his most recent book, Creating Innovators: The Making of Young People Who Will Change the World. Innovation is interdisciplinary. We need to promote play, passion and purpose for it and break free of fixed silos of learning. Creating innovators is not part of mainstream, conventional education that is too focused on measuring assessments through one-right answer tests. Likewise, the Common Core with all its good intentions still forces the same evaluation of student performance and now teachers, too.

Source: ASIDE, 2012

Like the modernist of the last century, we should see this as a push for progressive design thinking and advocate for the value of play, creativity, and design as intrinsic parts of student learning. The emergence of design thinking into the pedagogical milieu of educators toward long-range solutions is growing. If we combine this with a reformed and integrated approach to learning, doing, and making things, there’s no telling what could grow out of it.

Interestingly enough, the Century of the Child exhibition began with how “…the new pedagogy [kindergarten] prized authentic expression, the inspiration of the natural world, and the creative potential of every individual, every child.” Isn’t that what we want today? We think yes.