11/18/2022
What Does It Mean to Cherish Childhood?
The focus in education is about preparing children for the future. However, ideas about what constitutes sufficient preparation for the future may impede children thriving in the present. At The Village School of Louisville, we cherish childhood in that our students are presented with a challenging education that prepares them for adulthood, but we also make sure that this education does not conflict with a joyful childhood. In fact, we believe that fostering the natural gifts of childhood – such as unbridled joy, curiosity, uninhibited experimentation – is the best way for children to prepare for the future.
It is important to note that children are not adults legally until age 18 and perhaps developmentally even later – yet we too often impose adult expectations of them. Between school, homework, and intense enrichment schedules, children frequently have longer days than their caregivers and are thrust into the business of resume building to get to the next step. There is a fear that the right job is only possible with the right college, admission to which requires the right high school and enrichments, which requires the right junior high and enrichments, which requires the same at younger and younger ages. In addition, we have increasingly set academic standards for younger children that are not developmentally appropriate. Kindergartners no longer attend school for a half day with lots of play and learning of letters; they are expected to sit at desks, learn to read and write and attend a full day of school. Our older children are constantly evaluated and measured and exposed incessantly to troubling news, climate catastrophe, drugs, and violence. In sum, collective society has compressed the length of childhood, and transformed minority years into long days, numerous intense extracurricular activities, stressful environments, and, at times, developmentally inappropriate academic expectations.
At VSL, we are matching our academic standards to reflect the broad range of developmentally normal achievement and asynchronous development. We build a range of enrichment activities into our school day so that evenings do not need to be filled with one game, practice, or rehearsal after another. We intentionally do not assign homework to students, so that evenings can be spent in play, discussion, cooking, chores, and fun. We are transitioning to a nontraditional grading system so that students are valued for their effort, creativity, collaboration, and critical thinking, not merely for their grades and rankings. And we ensure that there is plenty of time for play within the school day for all students.
Children like to play – they seek out playmates and imagine new worlds, new games, and new adventures. Historically, children have spent substantial time in free play, outdoors, and without significant adult guidance. It is during this free play time with other kids that children develop important soft skills, use their creativity to come up with games and activities, foster resilience, and better their physical and mental health. SpecificallySpecifically, time outdoors provides vital physical and mental health benefits, from reducing anxiety to promoting confidence, curiosity, and physical health. These benefits are clear for children of all ages (and adults too!). It is no wonder Mr. Rogers said, “Play is really the work of childhood.”
In modern American childhood, too many children have insufficient time for play, particularly free play where children are not closely monitored and guided by the adults in their lives. Additionally, much free time is screen time rather than time outdoors or with other children. This physical isolation and screen time was particularly heightened during the pandemic. At VSL, we recognize the physical, mental, emotional and social benefits of free play and time outdoors. Every day, every student at VSL has multiple outdoor breaks (weather permitting) as well as a 30-minute outdoor recess. This is true for our kindergarteners as well as our junior high students. In addition to time outdoors on campus, VSL students spend one half day a week at forest school – studying, learning, and playing outdoors in an urban forest. We know that these routine breaks, time outdoors, and designated unstructured play time will foster the skills, confidence, and an outlook necessary for success, and we hope these routines form lifelong healthy habits for our students.
No one knows with certainty what the jobs of the future will be. Nor can we be naive enough to believe that a particular youth or child will know their future career by college or will not change careers later in life. In sum, a quality education, particularly in the K – 12th grade years, cannot be a path which prepares students for one job only. To succeed in an unknown and uncertain future, individuals need flexibility, creativity, collaboration, resilience to learn from failures, and intrinsic motivation to learn new skills, explore new ideas, and create new products or services. They need a sense of agency to shape their paths.
Children innately do these things – play is trying out new ideas and skills and making changes when things don’t go as expected; kids constantly teach themselves new things because it is useful or interesting; true free play directed by children fosters agency; young people move into new environments all the time – between classrooms, enrichment activities, schools, etc. – while their bodies go through physical change and their brains go through continuous growth. Rather than quash that natural curiosity, flexibility, and innate desire to learn, VSL works to cultivate these important skills. We employ project-based learning, where students can find different points of entry, have a sense of agency about the direction of their project, change approaches based on prototypes and research, and incorporate feedback into their work. Projects may be solo, where students can dive as deep as their curiosity takes them within the boundaries of a schoolhouse or may be group projects, which provide students with opportunities to improve their collaboration and interdependent thinking abilities.
Finally, children know how to be joyful from the moment of their first smile. Joy is important for long-term success because it is important for health and for learning. The biochemicals that are released when joyful are important for long-term memory formation. It is no wonder that the Finns say, “Those things learned without joy you will forget quickly.” Thus, it is vital that we create environments where children can learn joyfully. VSL is a place where joyful learning happens because it is intentionally and thoughtfully prioritized – through time for free play, creative hands-on projects, and a broad range of arts, cultural, and athletic experiences.
For our children to be happy and succeed, we must foster the natural gifts of childhood rather than work against them. We must see our children as agents of their own education rather than receptacles of information. We must value creativity and critical thinking rather than high scores and conformity. We must encourage joyful and diligent work rather than lots of work.
We must value the whole child and not just the academic awards and rankings of a student. By cherishing childhood this way, we are opening the doors to a wider future for our students. The Village School of Louisville is rooted in the belief we must cherish childhood – for the entire range of childhood – if our children are to be successful.
11/8/2021
What does it mean to be inspired by the Finnish educational model?
VSL has claimed Finnish inspiration since its inception – yet few have experienced the Finnish educational system first hand to know what that means for a school in Louisville, Kentucky. Here we explain how we are growing into a Finnish inspired school.
Finland places the child first – and works with the schedule and needs of the child as opposed to those of adults. In the US, we have a detailed list of standards children as young as 4 or 5 are expected to accomplish through formal, didactic environments; these standards seem insufficiently concerned with child development and long term as opposed to short term learning goals. In contrast, children do not start formal schooling in Finland until the age of 7. Prior to age 7, Finnish children may participate in high quality childcare which is rooted in plenty of play and outdoor time. This later start to a formal educational system better accounts for the perfectly normal asynchronous development of young children and nurtures the natural gifts of childhood, such as curiosity and love of learning.
VSL values the centeredness of development with all of its variability in this approach and likewise cherishes childhood. Thus, VSL focuses on the needs of each child rather than listed standards or skills. Fostering creativity, cultivating curiosity, and cherishing the gifts of childhood are far more important for long term learning and success than to meet certain standards set by individuals who do not know VSL students. While this approach may be a challenge for families to acclimate to, research evidences that learning to read or meeting certain math standards earlier, especially at younger ages, does not lead to better reading or higher academic achievement in the long run.
The same approach applies to older students at VSL; while skill and knowledge acquisition has less variability in older students, too much focus on standards and grades can result in negative feelings towards school and learning as well as anxiety which can get in the way of learning. Thus, VSL emphasizes growth and progress for all students, knowing the long term positive impact of such an approach. In conclusion a VSL education seeks long-term, lasting benefits rather than the short term test scores and skill lists full of checks.
Finland places the child first – a child’s potential is not measured through multiple choice tests or GPAs, but rather through a collaborative, qualitative process which involves parent, teacher and student. Too often, high stakes testing encourages extrinsic motivation and represents short term learning and, to some extent, luck. Multiple choice tests measure information children can easily access via their cell phones and thus does not feel relevant to their lives; they fail to measure soft skills such as collaboration, creativity and perseverance, skills which are far more predictive of what students will need in the workforce.
At VSL, we learn through interdisciplinary problem based learning – PBL better reflects adult life and thus builds skills and a knowledge scaffolding that students will use. It also allows students to see how and why particular information is relevant, thus increasing the chance that the information will be remembered and, most importantly, understood.
Finland places the child first – the physical and mental needs of children are acknowledged and met. Students are not expected to sit and do work for long periods of time – they have breaks once every hour. Most of these breaks are outdoors in the fresh air. School includes classes in arts and crafts as well as recess and warm meals for all at lunch time. In sum, children are not expected to sit and do desk work for extended periods of time.
At VSL , we allow for frequent breaks(outside when possible) and snacks as needed. We understand the benefits of outdoor time and thus have weekly forest school for all of our students. And when VSL students are in the classroom, students do not sit and do worksheets – they are up and working on projects, presenting, doing arts and crafts, and discussing topics with their classmates.
Finland places the child first by supporting the family – Finland as a country has prioritized the family and provide supports big and small to all families. By removing some of the stress and strain from parents, both parents and children thrive.
At VSL, our goal is to be a whole family education. This aim dovetails nicely with our gender equity mission. As we grow in size and resources, we plan to add supports for our families, such as a kitchen which offers breakfast, lunch and take home dinner for the whole family or a sick bay for students who are too ill to be in class but whose parents can’t miss work. By providing support for parents, especially primary caregivers, parents can spend less time on the chores of parenting and more time and focus on their relationship with their children and their personal and professional endeavors.
References:
1. Melinda Wenner Moyer, “Early Education is More Demanding Than Ever and Experts Have Concerns,” New York Times (April 17, 2020).
2. Mike Colagrossi, World Economic Forum, “10 Reasons Why Finland’s Education System is the Best in the World,” https://www.weforum.org/agenda/2018/09/10-reasons-why-finlands-education-system-is-the-best-in-the-world (Sept. 10, 2018)
3. William Stixrud and Ned Johnson, “Teach Kids When They’re Ready,” https://www.edutopia.org/article/teach-kids-when-theyre-ready (Feb 15, 2018)
4. Pasi Sahlberg and William Doyle, Let the Children Play, Oxford University Press 2019.
6/17/21
What is an anti-bias curriculum?
At VSL, we are proud to have an anti-bias curriculum as an integral part of our learning. While we know that many parents find the idea that their child will be taught about equity appealing, there are few schools claiming to include such an educational approach, particularly as a foundation of the learning at their school. We want to give parents a sense of what an anti-bias curriculum will look like at VSL, where the focus of this curriculum is on racial and gender equity.
First, the goal of an anti-bias curriculum is not to learn specific pieces of information, but to recognize and work to lessen bias within oneself and within the community. The anti-bias curriculum should not result in successful memorization of certain facts, but to change an individual and make them aware of different experiences and perspectives. So although we do have an anti-bias curriculum scaffolding, it is not taught as a separate subject or tested for specific information. Rather, it is woven into school every day. Like other subjects at VSL, our anti-bias curriculum is part of interdisciplinary projects so students are processing what bias is and how to combat prejudice.
Second, changing perspectives and understanding does not come from a “treat everyone equally” approach. Differences must be discussed, difficult issues must be considered, and discomfort must be embraced. VSL faculty will not shy away from uncomfortable or challenging questions, situations, and discussion. Rather, they will use their knowledge and training to discuss bias in age appropriate ways. For younger children, that may mean discussing and celebrating differences, learning about other cultures and experiences, and talking about challenges different people face. For older students, that may mean dissecting systems of racism or sexism, unpacking subtle messages in the media or public dialogue, or tackling questions many want to avoid, such as what is consent. Bias is sometimes subtle and sometimes blatant but always pervasive in our society – and the only way to overcome those constant messages for our children is to talk directly about them.
Finally, learning about the bias that exists can feel overwhelming and discouraging. Yet, the mission of VSL is to create a better world, have our students ready to work for that better world, and ensure VSL alum will thrive in a more equitable world. It is of utmost importance that our students don’t feel disheartened by the magnitude of prejudice they have discovered and one of our educational threads driving learning at VSL is service and ethics. Thus, projects with a heavy emphasis on anti-bias education will include an aspect of empowerment for students – some action or activity they can do to make the world a better place now, to move the needle, to be the change. This action will inspire hope and more change and is an integral part of VSL being a village and part of the broader Louisville and global villages.
Our name says it all – The Village School of Louisville
Our Name Says It All
Although we live in a culture that has idealized rugged individualism, “self-made men,” and pulling ourselves up by the bootstraps, innately we all know that it takes a village to competently navigate our lives and that we are better when we are part of a village. The Village School of Louisville is your village and we heartily welcome you.
Our children require and deserve our committed attention and care but that need too often crushes the parent or guardian who is trying to provide quality, loving care while also trying to be physically and mentally healthy, working, managing a home and striving to provide their children with a fulfilling and stimulating environment. Too many families become isolated in this endeavor and experience frustration and fatigue. The recent pandemic has only highlighted how our children and our families need a village of support, encouragement and inspiration. The Village School of Louisville is dedicated, in conjunction with the rich resources available to us here in Louisville and its environs, to being a village of support, inspiration and hope.
To create this village of support and inspiration, VSL frees the care giver from multiple duties, thereby providing them more time and energy for relationships, personal and professional endeavors and simply enjoying their families. The Village School of Louisville will not require any extra fees for field trips, text books, laboratories, or school activities besides early and after care. VSL parents will not need to buy back-to-school supplies – that is part of VSL tuition. VSL will provide a rich and broad set of experiences in athletics, arts, and crafts as well as plenty of time outdoors – families will not have to seek out multiple different enrichment activities in the evenings. VSL students will not have homework assignments in the lower grades and therefore parents will not be homework managers in the evenings – they will be parents.
The Village School of Louisville will work with other local organizations to enrich our special village. Louisville is an amazing city – magnificent diversity, amazing cultural resources, and wonderful opportunities to carry our education into the community. VSL plans to connect with these resources – not only to enrich our students’ education but also so VSL can enrich the community at large. As we get bigger, we plan to have interns from local universities, so those individuals can experience a different approach to education where the focus is on discovery, doing, making, and being joyful. In addition, VSL students will engage in service projects to better the community around them.
At VSL, we understand that our children, as adults, will be working in the global economy – with individuals residing throughout different time zones and countries, raised in different cultures and with different perspectives. Our children must have a level of cultural awareness and a dynamic skillset. The Village School of Louisville will recognize the global village by valuing the amazing span of cultures on this planet, learning different languages, and studying different countries.
Finally, we know that too often the norm for our children is a stressful and hectic life. VSL works to support the primary caregiver in reducing stress but also in building a community that cherishes childhood, ensuring plenty of time for play, exploration, discussion, getting dirty, and being loud. A childhood with such joy encourages lifelong curiosity and learning as well as resilience to face an ever-changing world around them. Our children are our most precious resource and deserve an environment which nurtures the gifts of childhood.