THINGS YOUR KIDS SHOULD BE DOING INSTEAD OF HOMEWORK

There are many aspects of my more than decade-long career as a teacher that I’m proud of. My reputation for giving lots and lots of homework is not one of them. For most of my teaching career, I taught fifth or sixth grade. Sometimes I gave more than two hours of homework. Kids complained a lot, though parents rarely did, at least not to my face. I think parents mostly felt the same way I did: that homework was the best way to practice new skills, that it teaches responsibility and helps to develop a strong work ethic, and that it’s an opportunity to reflect on new learning. But most of all, my students’ parents and I were more than a little afraid that our kids would fall behind behind their classmates in the next classroom, behind the kids in a neighboring school, behind the kids in other countries. Homework was considered one of many ways to prevent that from happening. I wasn’t entirely wrong about all of that, and I still believe a lot of those things. But only for middle and high school students (and not hours of assignments). Not for elementary students, and certainly not for kindergarteners or preschoolers. When I entered a doctoral program in education policy, I learned about the research that suggests that homework is not good for young kids. Not only does it fail to improve the academic performance of elementary students, but it might actually be damaging to kids’ attitudes toward school, and to their physical health. In a review of available research studies, Harris Cooper, a leading researcher who has spent decades studying the effect of homework, concluded that “there is no evidence that any amount of homework improves the academic performance of elementary students.” When I became a parent during graduate school, I experienced for myself just how tired and overwhelmed kids can be after a full day at daycare, preschool, or elementary school, often followed by more after school activities. After hours spent sitting and engaging in mostly adult-directed activities, children’s minds and bodies need other kinds of experiences when they get home, not more academics. It’s not just that homework itself has no academic benefits for little kids, and may even be harmful, it’s also that homework is replacing other fun, developmentally appropriate, and valuable activities activities that help them grow into healthy, happy adults. So, what are some of the things kids could be doing in those hours between the end of the school day and bed time?

JUMP ROPE.

An important part of how young kids’ minds develop is through free, self-directed play. According to David Elkind, Ph.D., author of The Power of Play: How Spontaneous, Imaginative Activities Lead to Happier, Healthier Children, free play is critical now more than ever, as recesses are shortened or eliminated, and kids’ calendars are busier than ever. “Through play,” Elkind writes, “children create new learning experiences, and those self-created experiences enable them to acquire social, emotional, and intellectual skills they could not acquire any other way.”

TALK WITH PARENTS.

I’ve heard from countless friends about their daily battles with their elementary-aged kids struggling to do homework, and the way it’s negatively affected their relationships. Instead, of parents nagging their overtired kids to do homework they’re too young to do independently, families should spent much time talking together about their day. In fact, conversation is the best way for all of us especially young children to learn about our world and cultivate empathy.

SLEEP.

The National Sleep Foundation estimates that between 25 and 30% of children aren’t getting enough sleep. Lack of sleep can cause all sorts of problems in kids, including poor attention, behavior problems, academic difficulties, irritability, and weight gain. But even small amounts of additional sleep can have big impacts. One study found that only 20 additional minutes of sleep can improve kids’ grades.

INDEPENDENT READING.

Most of us know that developing good habits (and hopefully a love of reading) is critical to doing well at school. However, homework can actually interfere with the time that kids can spend on reading.

LISTEN TO A BOOK.

Studies show that kids who are read aloud to do better in school and have better vocabularies.

WORK ON A PUZZLE.

Being able to play on their own without adults (called “solitary play”) builds confidence in kids and makes them more relaxed.

GO UP A SLIDE BACKWARDS.

“Risky” play — activities like climbing a tree — is good for kids. Children need to explore their own limits, to be able to assess risks, and to learn how to negotiate their environments. Researchers theorize that risky play, found across all cultures and in other mammals, has a evolutionary role in preparing offspring for life without their caretakers.

DIG IN THE DIRT.

Another type of play, sensory play, is also critical for kids’ development. When kids knead clay or finger paint, they are stimulating their senses. “Sensory experiences,” explains one early childhood educator, “provide open-ended opportunities where the process is more important than the product; how children use materials is much more important than what they make with them.”

PLAYING WITH A FRIEND IN A SANDBOX.

Parallel play, or the type of play in which kids play next to each other, begins in toddlers. But even for older kids, parallel play can help develop critical social skills.

HELP WITH DINNER.

Kids who learn about new foods, and how to prepare them, may be more likely to choose more nutritious foods later on.

WALK THE DOG.

Kids who help take care of family pets may be less anxious, less likely to develop allergies and asthma, and are more active.

VOLUNTEER AT AN ANIMAL SHELTER.

Even kids who don’t have pets at home can benefit from being around animals. The emotional and psychological benefits of be- i ing around animals can also be found when k kids care for injured animals and take on care-taking responsibilities for other peop ple’s pets.

PLANT A GARDEN.

K Kids who work in gardens may have higher achievement scores in science than those w who don’t. That’s because they’re actively engaging in scientific concepts and practici ing math skills as they learn about plants.

HANG OUT AT GRANDMA’S.

E Encouraging multi-generational relationships can yield many lessons for kids. They can learn how other adult role models in t their lives who love them handle conflict, create and negotiate rules and routines, and embrace family traditions.

Participate in a community service project. Through volunteering, kids can become more grateful, empathetic, and feel more connected to the wider community.

DRAW A PICTURE.

For kids who have trouble expressing themselves verbally, drawing can be a way for them to relax and communicate in a different way.

DO A SCIENCE EXPERIMENT.

Kids are naturally curious and want to know h how thingshi work. kSi Scientificifi explorationl i outside the classroom may be particularly effective at teaching kids about scientific thinking.

PLAY DRESS UP.

The significance of imaginative “pretend” or “fantasy” play for kids’ creativity and future problem-solving skills is difficult to overstate. When kids pretend they’re superheroes or talk to stuffed animals, they’re learning about social roles, setting the stage for later learning, and processing ideas from the world around them. In fact, some research suggests that kids who don’t engage in fantasy play may actually struggle in the classroom later.

WRESTLE WITH A SIBLING.

“Rough and tumble” play is not the same as aggression. It’s vigorous, free-form, wholebody, energetic, happy play. Kids learn decision-making skills, relieve stress, improve their ability to read social cues, and enhance their cardio-vascular health.

CLEAN THEIR ROOM.

When kids are spending their afternoons working on homework, there’s often not time for them to help out with housework and other chores. A University of Minnesota researcher, Marty Rossman, found that one of the best predictors of a kid’s future success is whether they contributed to household chores as a young child. According to Rossman, “Through participating in household tasks, parents are teaching children responsibility, how to contribute to family life, a sense of empathy and how to take care of themselves.”

WRITE A STORY.

By writing down stories, kids can express their feelings, stretch their imaginations, and practice their fine motor skills.

ZONE OUT.

Just as important as play is “down time.” The authors of “Overloaded and Underprepared: Strategies for Stronger Schools and Happy, Successful Kids“argue that every kids needs PDF: playtime, downtime, and family time. Downtime is when kids are allowed to literally do not much of anything, like sit around and listen to music or stare at the ceiling. These moments allow children to reflect, rest, and reset their minds and bodies.

MEDITATE.

Kids also benefit from meditation. Studies have found that mindfulness and meditation can improve behavior, focus, and reduce impulsiveness.

CREATE A COLLAGE.

“Constructive play” building a fort, making a snowman is goal-oriented and involves kids building something using tools and materials. Constructive play also has an important role in developing children’s communication, mathematical, and socioemotional skills.

LEARN TO KNIT.

Knitting, sewing, and crocheting are hobbies that can help enhance fine motor skills, improve coordination, and develop longer attention spans.

TAKET PICTURES.

““Photography can help develop a child’s voice, vision and identity as it pertains to their family, friends and community,” according to one photographer who teaches p photography to children in Canada.

RIDER A BIKE.

Kids who are physically active as well as adults! have stronger hearts, lungs, and b bones. They are less likely to develop cancer or be overweight and more likely to feel good about themselves.

LISTEN TO A LONG BEDTIME STORY.

Babies, children, and adult sleep better when they have a regular (not rushed) bedtime routine. Kids who don’t have bedtime routines are more likely to have behavior problems, be hyperactive, and suffer from emotional difficulties.

PLAY “SIMON SAYS.”SAYS ”

During cooperative games, kids collaborate to reach a common goal. There may be a leader, and kids start to learn about social contracts and social rules. When homework is assigned to young children, it doesn’t improve academic learning. In any case, the learning done in school is only one form of learning. Homework takes away from the time available to engage in endless other forms of learning, such as social, physical, and emotional, as well as rest. Our kids deserve a chance to spend all their other hours outside of school doing their most important job of all: being a kid.