Ruth Leblanc On (27 Sep 96) was overheard to say to Charles Beams
 Hi Ruth,
 Seems like I just _can't_ stay out of this one...
 RL> Remember, Dan has repeatedly mentioned that young children cannot be
 RL> expected to handle the same amount of structured "traditional"
 RL> learning as an older child.
 My question is "why not?"  Why should some arbitrary, and they are,
 IMO, arbitrary standardized milestones be applied to all children and
 then all children be expected to fit the pattern.  I have found, and
 I've taught all manner and ages of children, that if I expect and let
 them know that I expect they can learn something, more often than not
 my expectations are fulfilled.  Not by all, but by most.  I'm
 the first to admit I don't tackle classrooms with 20 - 30 of the
 little dears.  My experience has been different, not better, just
 different.  I don't believe that it is necessary for all children to
 meet all so called developmental milestones.  If the child can do "C"
 it makes absolutely no sense to waste time on teaching "A" and "B"
 simply because someone someplace has done some research that
 indicates "A" and "B" _must_ precede "C".  Yes, I do understand that
 some children come to kindergarten totally unprepared in anyway, that
 is not a valid reason for applying the same method to all of them.
... Attention K-Mart Shoppers: Unattended children will be sold as slaves
--- PPoint 2.02
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