One can suggest of course that pre-K teachers maybe spending more time on helping children to read and do math than supporting their social and emotional growth. Another reason is that behavioral growth requires physical activity and interaction with peers. A review of literature made by the Centers for Disease Control and Prevention shows that recess, for example, is associated with positive outcomes in attention/concentration as well as on-task behavior:
|Above copied from|
Centers for Disease Control and Prevention. The association between school based physical activity, including physicaleducation, and academic performance. Atlanta, GA: U.S. Department of Health and Human Services; 2010.
Both social and academic growth are important for young children. It is therefore imperative not to sacrifice one for the other. A heavy emphasis on standardized testing in math and reading can greatly diminish opportunities for children to develop socially and emotionally in school. The data on preschool education shows that we may be accelerating the rate at which our children learn to read, add and subtract, but we are not helping them with their social and emotional needs.