Letters About Homework

Photo by Kevin Miller

Two letters I have written to my daughter’s teacher regarding homework. 

I want to emphasize that, overall, we are very pleased with her school and their educational approach. I am posting these letters primarily because I believe that the escalation of homework in the American educational system, starting at earlier and earlier ages, is detrimental to the overall development of young children. I hope these letters may help other parents who feel their children are overburdened. 

(Throughout, I have changed my children’s names to the pseudonyms I use on my blog.)

 Letter 1

(Excerpt from an e-mail to our principal in which I copied the original letter to my daughter’s teacher and added the paranthetical paragraph.)

Regarding homework, we have settled on a policy at home: If Silver wants to do the homework, we do it. If she doesn’t want to, we don’t. 

We arrived at this policy based on three things: 1) The research on the utility of homework in elementary school does not demonstrate any clear benefit to the student’s academic progress, much less to her social/emotional development. 2) On the other hand, research into the benefits of free play for young children demonstrate that children develop a range of skills, both emotional and intellectual, through unstructured, self-directed play time, something that Silver does not get at school. Most importantly, free play contributes significantly to self-regulation. 3) We struggle with Silver in several ways daily—to get out the door on time, to fulfill her (very basic) chores, to get along with her little brother, to stay within our agreed limits—and because we use positive parenting methods, each of these struggles can take a long time. Because of the points above, we are not willing to add homework to the list of struggles in our household. 

(An additional thought I did not include in the original email: Much of the current educational advice on homework—which seems to be a compromise, not a research-based conclusion—is to assign 10 minutes per grade level, e.g. 10 minutes for first grade, 20 for second grade, etc. I understand that, ideally, the HW packet would allow for work to be parceled out over a few days. This is not how it works for Silver. Silver either wants to sit down and complete her entire packet at one time—and gets extremely frustrated if the packet is too long for her to complete in one sitting—or she does not want to do it AT ALL. In this way, I feel she is often “set up” for HW failure.)

Articles on HW: 

Homework: An unnecessary evil? Surprising findings from new research (Kohn 2012) 

Studies support rewards, homework, and traditional teaching. Or do they? (Kohn 2011)

Is homework necessary?

Should I stop assigning homework? (written by a teacher)

What the research says about kids and homework

Less work, more play: A Quebec elementary school bans homework for the year 

Forget homework: It's a waste of time for elementary-school students  

Articles on free play: 

The American Association of Pediatrics on the importance of play  

The serious need for play in Scientific American (I can get the full text for you if you like) 

Scientists say child's play helps build a better brain from NPR 

All work and no play: Why your kids are more anxious, depressed from The Atlantic 

Old-fashioned play builds serious skills from NPR 

Article on happiness: 

Emotional health in childhood ‘is the key to future happiness’ (findings from the London School of Economics, not exactly the most sentimental bunch)

Daydreaming:

Teach Kids to Daydream: Mental downtime makes people more creative and less anxious

Family time
Photo by Kevin Miller

Letter 2 

(To my daughter’s teacher.)

I am writing to continue our discussion about homework. 

First of all, I have to say that this week’s packet is excessive. It would be for a 7-day week, and it is even more so for a 5-day week. There are a total of 7 open-ended questions throughout the packet. The character study alone would be sufficient for this week’s work. I described this week’s packet to my parents’ group on Facebook, which includes parents from all over the country (most of them academics). Other parents of first graders were unanimous that the homework was far above what their children are assigned. (“Mine has 20 minutes of reading Mon-Fri., nothing more.” “That is waaay too much for 1st grade.” “That HW seems like a TON. I know my son would lose it before it was done.”) 

I read the updated December 2014 guidelines for homework. I feel that my main concern was not addressed by the new policy. 

No mention is made of the amount of homework. Silver and I get home at 3:30 p.m. We pick up her little brother at 5:00 p.m., and when we get home, their routine is to help with and eat dinner, take a bath, and go to bed. This leaves a maximum of 1.5 unstructured hours of time that she and I have together during the day. If homework takes 20 minutes per day, that can reduce our unstructured time together by nearly 25 percent. 

Secondly, I still cannot in good conscience force my 6-year-old child to do her homework. If she wishes to do the homework, I am happy to sit with her and help her with it. If, however, she wishes to engage in pretend play, or draw, or lie on her bed and daydream (all her preferred after-school activities), I believe—and will continue to believe—that these activities are more healthful and vital to her intellectual and emotional development than homework. 

I base this not only on my knowledge of my own child and her emotional needs, but also on the extensive research—some of which I shared with you and [principal]—that finds that children (not just my own child, but ALL children) need free-play time and space to daydream. The research on the benefits of homework to elementary school-aged children is nowhere near as robust. I vaccinated my children because scientific evidence overwhelmingly tells me that it’s the best way to keep my children from suffering from common, terrible childhood diseases. My position on homework is similarly formed. 

According to the guidelines, homework is supposed to develop “‘21st century skills’ such as curiosity, imagination, critical-thinking, creativity and innovation, initiative, effective oral and written communication, accessing and analyzing information, agility and adaptability, and collaboration.” Need I point out that play develops all these skills, and even better, the child develops them on her own initiative. 

I had an extensive talk with Silver yesterday about homework. She has a new plan she wants to try in the new year, but she is adamant that she has no interest in doing any homework before Winter Break. If there are consequences for opting out of homework, please let me know. 

Free play
Photo by Anoosh Jorjorian

As an example, here is what we did yesterday instead of homework: We came home. I asked Silver if she wanted to do homework. “No,” she said. “I want to play with you.” “What would you like to play?” I asked. She went to our Ideas Box, a box that holds scraps of paper where we had written ideas for pretend play. We pulled out two, and Silver decided she wanted to do the idea where we pretend we are on the moon. “Let’s make space suits!” she said. We ran around the house gathering materials for space suits, including helmets and air tanks. Then we made the rocket ship by spreading out a blanket to form the wings and positioning two chairs. Silver found a yogurt top to use as a steering wheel and a drum mallet to use as the thruster. She grabbed silk cloths to serve as seatbelts. 

We blasted off. We talked about how the ride was bumpy while we were in the atmosphere, but when we reached space, it became smooth. We landed on the moon. We put hula hoops around our waists to serve as tethers that would keep us from losing the rocket ship. We jumped around the play room in “low gravity.” Then Silver decided that it was time to go to the Space Station. We went into the space station and then could move normally because of the artificial gravity. We ate a dinner of astronaut food and went to bed. 

Then it was time to pick up Ocho. 

When we got home, Silver texted a short shopping list to Kevin [my husband]. She got mad when I told her to brave spell “carrots.” We talked about why she needs to brave spell, and she did it, but she was still angry about it. Ocho wanted to read a book. I told Silver, “We have had play time, but Ocho hasn’t had any time with me yet, so I need to sit with him and read a book.” Silver did not like this plan. We talked about whether she wanted to go to her Peace Corner. She did not. She sat with us while I read one book. Ocho wanted another book, but Silver wanted to play a matching game. “Why don’t you get the game and set it up while I’m reading the book to Ocho? Then when the book is done, the game will be ready.” We agreed to this plan. Silver set up the game. She didn’t want to wait until the second book was done, but eventually she sat next to me while I finished the second book. 

Kevin came home and played the matching game with the kids while I made dinner. When the game was done, Silver cut up some green beans and helped set the table before we sat down to dinner. 

Yesterday was a good day, and I feel like Silver got everything that she needed: connection time with her family, opportunities to practice emotional self-control, chances to provide help and feel a sense of responsibility, and—most of all—time to exercise her body and her rich, abundant imagination. I hope you understand why I feel that the time we spent yesterday could not possibly be better spent doing homework. 

Yours sincerely, 


Addendum 

My description of the HW packet (5 days instead of 7 due to Winter Break starting):
2 math story problems; emotional/social exercise where kids read 2 sentences, figure out which is the “accident” then answer 3 questions about how the kids in the scenario feel and what they should say; “character study” where kids read a book, draw the main character and come up with 3 adjs to describe her/him, answer 2 questions about the character, then do 2 beginning-middle-end exercises; and finally a “talking question”: If you could only keep 1 toy, which would it be and why? 

Additional thoughts

- Several articles have been published on whether ADHD is overdiagnosed in the United States due to school models that keep children—particularly boys—sitting for extended periods of time that are inappropriate for their developmental levels. Some have theorized that a lack of exercise and free play may also contribute.

- Two countries lead in education worldwide: South Korea and Finland. Their methods are drastically different. South Korean students succeed, but at a high cost to their students in terms of well-being and happiness. Finnish students, on the other hand, don’t start school until age 7, and they build in frequent free time and include non-academic activities, and teachers are concerned with developing well-rounded children.  

Please add your children’s experiences with homework, links to further research, or relevant articles in the comments!

Two Children in Poverty, a Century Apart

At the orphanage. My grandmother is in the center row,
fourth from the left. Year and photographer unknown.

I have been very sick for a week, and no end in sight. So today, while trying to force myself to stay in bed, I finally read the New York Times’ profile of Dasani, a homeless girl living in a shelter in Brooklyn. Once I started, I had to read the entire gripping, heart-wrenching account. 

“[Dasani] belongs to a vast and invisible tribe of more than 22,000 homeless children in New York, the highest number since the Great Depression, in the most unequal metropolis in America.” 

It made me think of another person I know who grew up in New York in poverty: my grandmother. 

My Armenian grandmother was born in Istanbul when it was still known as Constantinople. She arrived in New York at eight years old (although officially only five years old, for a lower fare in steerage), a refugee from Turkey who had escaped the Armenian Genocide. Her mother couldn’t support her, so she sent my grandmother to live in an orphanage for several years, until her mother married again and could afford to bring her home. My grandmother grew up in the city through the Great Depression. She was able to attend a public arts high school, which led to her first job copying French perfume bottles for a department store. She gave all the money she earned to her mother. 

In the course of her life in the U.S., she skyrocketed out of poverty into prosperity, a world away from where she started. She had a house in California with her own studio. Her husband owned his own business and passed it onto their sons. She died, essentially of old age, at ninety-seven and a half. 

Like many women of her generation, my grandmother safeguarded herself from deprivation, even in the midst of plenty. She bought oatmeal, canned tomato sauce, and soup in bulk. She cooked huge amounts of Armenian food—kufta, berag, lamajoon, kata, churag—and packed the leftovers into a second freezer. She hid money throughout the house; sometimes she forgot it, and we only found it after she died. 

Certain habits of caution and protection have lasted three generations, carved into my dad and me even though we have never known such want. 

When I read this story, about all the structural barriers that keep Dasani’s family trapped in a shelter for more than three years, I cried. My grandmother horrified me with stories of conditions at the orphanage, but the shelter trumps the hardships she endured. Adding insult to injury are the examples of Dasani and her family disregarded and unheard by those who are ostensibly charged with protecting children and the poor: housing inspectors, the Administration for Children’s Services, the shelter director. And above them all, the mysterious figure of Mayor Bloomberg looms, enacting laws from an abstract distance that affect their lives in concrete terms. His philosophy of ending poverty, based on ideology, instead closes down the family’s potential exits from the shelter to stable housing. 

In stark contrast, Dasani’s teachers and principal stand out as they try their best to keep her in school, to teach her the kind of impulse control she will need to succeed, and to provide structure and stability that she can find nowhere else in her life. 

America’s promise is deeply, deeply broken. That homeless children must survive in these places, just blocks away from $1.9 million condos, is profoundly immoral. We have absolutely no claim to the title “the greatest country in the world” as long as we are willing to allow children to grow up in circumstances like these. We must take steps to end such escalating inequality now. 

Charity is not enough. We need a transformation of how we conceptualize poverty. We need to take a hard look at the way inequality is built into the very bricks of our society. To provide Dasani with the same opportunities my grandmother had, we need to reconsider access to quality education, living wages, child care services, prenatal care, drug addiction and its criminalization, mental and physical health care, welfare, urban planning, and our institutional prejudices against women, against people of color, against the poor themselves. Most of all, we need to listen to the voices of people in poverty and take them seriously when they vocalize their needs. And their dreams. 

No easy task, certainly. But we have a choice. When faced with the problem of every child like Dasani, will we throw up our hands? Or will we roll up our sleeves and do the hard work?

Spanking: Afterthoughts to Fight or Flight

The Pick-Up-The-Kid-N-Go method.
(Photo by Kevin Miller)

So low is the profile of my blog and, apparently, so aligned the audience that I haven’t received any countering arguments or comments to my post on spanking. That doesn’t mean that I haven’t imagined any. 

Reading over it again, I realized I missed one obvious argument: “Well, if it stopped her from hitting you, wouldn’t it be worth it?” 

Except that wasn’t what happened. In the days that followed, Silver ratcheted up the hitting. I don’t know if my example had made it acceptable to her, or if she liked it because she realized it was an easy way to provoke me, or if she had her own toddler logic, but it took me weeks of NOT hitting her in response to undo what I had done in a single flash of suspended judgment. 

I wrote this post while visiting my father-in-law in Florida. He happens to be a developmental psychologist, and he read it the next day. (In fact, my husband was raised by two developmental psychologists, which must explain why he’s so calm and balanced. I find it immensely reassuring that he finds our kids exasperating and mentally exhausting sometimes, too.) 

My father-in-law talked with me about some of the current research on spanking. He noted that much research shows an increase in aggression in children who are spanked, but that one researcher in particular, Diana Baumrind, cast doubt on this connection. Baumrind’s 2001 study on the effects of spanking,* which is well-respected for its thorough methodology, demonstrates that “an occasional swat, when delivered in the context of good child-rearing, has not been shown to do any harm.” From a New York Times article: 

Dr. Baumrind described findings from her own research, an analysis of data from a long-term study of more than 100 families, indicating that mild to moderate spanking had no detrimental effects when such confounding influences were separated out. When the parents who delivered severe punishment—for example, frequently spanking with a paddle or striking a child in the face—were removed from the analysis, Dr. Baumrind and her colleague, Dr. Elizabeth Owens, found that few harmful effects linked with spanking were left. And the few that remained could be explained by other aspects of the parent-child relationship. 

“When parents are loving and firm and communicate well with the child,” Dr. Baumrind said, “the children are exceptionally competent and well adjusted, whether or not their parents spanked them as preschoolers.” 

My problem here is that, for me, spanking came out of a place of anger and frustration, and I can see all too clearly the slippery slope that such an “easy and fast” discipline method can lead to. Escalation from “an occasional swat” seems inevitable. 

Would it have made a difference if I had spanked my daughter in a calm mental state rather than a heated one? I will never know. But if I am calm enough to rationally apply spanking, then I am calm enough to use alternative methods of discipline. If I am not calm enough to use those methods, then I am not calm enough to spank, and I have to walk away. 

The temptation of spanking is that it is a quick enforcement of an ignored “No!” But oftentimes a child’s misbehavior has an underlying cause, an unmet need or unexpressed emotion. If my choice, when I am calm and rational, is to quickly enforce my will with a spanking, or sit with my child to find the root cause of her anger, I will choose the latter. 

This requires a luxury of time that I don’t always have, but as a middle-class American WAHM of only 2 children, I probably can indulge in this luxury more than many parents. My choice means probably several “wasted” hours, waiting for children to blow out their tantrums. And I do mean hours. My daughter, in particular, has hurricane-level tantrums, and each one can take at least an hour to blow out. 

Many families don’t have this luxury of time. A parent who has to get to a shift on time, or a school-aged child who will be punished for excessive tardies, or a parent overwhelmed with caring for multiple children or even multiple generations... the list of exceptions is long. (In the cases when I simply can’t wait, I pick up my child and we just go, kicking and screaming all the way.) 

Ultimately, however, I cannot conscience teaching my children not to hit by hitting them. It will likely be years until I know if I have made the right choices. Or I may never know. But every day that I don’t spank my kids, my heart is at peace. I’m not sure I can say that about any other aspect of my parenting. 

*I haven’t checked to see if this study has been updated. I do have issues with the fact that the demographics of this study are homogenous, and that the researchers only tracked the children until the age of 14. My own “detrimental effects” of spanking didn’t appear to myself until I had my own children.  

The Personal Is (Still) Political

(Photo by Kevin Miller)

I want to stay in bed.

It feels like too much. The government shutdown and the debt ceiling showdown. Attacks on SNAP and ACA. Funerals of victims from the Westgate Mall in Kenya. The Canadian government muzzling scientists. The ongoing deaths of honeybees. The continuing gun debate after the mass shooting at the Navy Yards. And on and on and on.

When I was a child, my mother and her terrible, horrible, no good, very bad boyfriend would sometimes have screaming fights after my bedtime. I would wake to the crashing of things being broken. I huddled under the covers, terrified, paralyzed, eyes closed, wishing it would stop. On the worst nights, my mother would scoop me up, pajamas, comforter, and all, and bundle me into the back seat of her car to flee to my dad’s house. My mother and I would squeeze into my twin bed. The next morning, we returned to her house, and the clock would reset until the next time.

Decades have gone by, but it still comes: paralysis; hopelessness; the feeling that I can’t escape, I can’t make it change, I can’t make it stop. I want to stay in bed, but I’m a mother now. My family needs to be fed. My children need to be cared for. My household needs to keep going. They require money, effort, time, presence.

It comes particularly when I am sick, or stressed, or overwhelmed, or underslept. At least one of these conditions accompanies me every day of parenthood.

Parenting is hard for everyone. No less true for being oft-repeated: each child is unique, which makes advice by experts, family, and passersby of limited utility when raising your own child.

Most exhausting are the echoes of my own childhood that run in the background of my mind, the constant, constant, every-single-interaction fight I wage with my past whenever my kids are squirrelly, fussy, or just plain defiant. My goal is to be patient, to listen, to maintain firm limits while allowing my children to express their “big feelings.”

When I am tired or hungry (again, most of the time), I eventually start to lose the battle. My intellect gives way to patterns deeply etched in my psyche, patterns of yelling, of biting sarcasm, of calculated grown-up words to make a child feel small and ashamed to push against parental power. I am learning to bite my tongue and walk away, which only leads my daughter to run after me, hold my legs, cry, and otherwise completely exacerbate the situation I am trying to escape. I go to my bed and lock the door. Mama time out.

I want to be there for my children; but sometimes, I dread the emotional minefield.

It’s layers upon layers. Near the surface, stresses of adult life: finances, politics, family, sex, time pressures, obligations, balancing. Underlying these, trauma from my childhood dredged up as I relive it through my own children. I push back against ingrained habits carved into me before I knew childhood could be different. The mother-drive pressures me to make it better for my kids, I have to make it better for my kids.

I inherited a history of depression passed down generation to generation, a switch flipped in my genes for self-preservation, a legacy that means that any setback or barrier puts me in fight-or-flight. In clinical terms, I have anxiety and panic attacks. In non-clinical terms... I don’t know how to describe it. Like walls closing in. Like a personal raincloud. Like the apocalypse coming and everyone is going to be raptured except me.

I just want to stay in bed.

(Photo by Anoosh Jorjorian)

I don’t write this to say poor me. I am hardly unique. I write this because none of us parent in a vacuum, because no day is a discreet moment in time. Every day is a convergence of the past—history, ancestry, echoes and reverberations. We try with every fiber to make the past clean for our children, a source of strength, not a weight holding them back. We look at them and see expanding possibilities. I want to lift my children up, not push them down.

Remember your diaper bag? Remember how light it was unwrapped at the baby shower? And then you put so many small objects in it. Diapers. A pacifier. Wipes. Changing pad. Extra clothes, each piece so tiny. A jacket. A blanket. Clothespins, to hold the blanket on the stroller. A bottle and extra formula, maybe. Or a nursing cover. Plastic bags to hold pooped-on clothing. Teething ring. Snacks. Water. Phone. And then, with the baby on one arm, the diaper bag on the other no longer felt light.

I feel this way now. Each piece by itself is not so weighty, but taken together, they burden me. What if we could lighten the load? What if I didn’t have to worry about affording enough child care? What if I knew I could get a job and still be available to pick up my kids after school, stay home with them when they are sick, go to parent-teacher conferences? What if I didn’t have to add fundraising for our schools to my to-do list? What if I could feel confident that we would have enough money to put our kids through college and retire? What if I didn’t have to worry that my husband or I might get seriously ill and drain our account on medical bills?

When I say universal child care, single-payer health care, a living wage, flexible work, paid family leave, accessible education, it all sounds so abstract. But when I live the worries, every day, it feels beyond real—it feels material.

I can’t escape my past. I can’t change how I grew up. I can’t stop the way memory and history trip me up on the path to being the kind of parent I wish to be. But with a little more support, maybe it would be easier to get up in the morning.

Resources

National Organization for Women
Moms Rising
National Partnership for Women and Families
National Center for Children in Poverty

  

Changing Schools

First day of kindergarten.
(Photo by Anoosh Jorjorian)

Today, I took my daughter out of our local public school and enrolled her in a charter school.

I didn’t think I would announce it, but then I realized, hey, I write about parenting and politics, and I have just committed a huge political act.

We live in an excellent school district, and our home school is one of the most desirable in our district. We were looking forward to our daughter receiving a solid education while also enjoying a truly diverse peer group.

My daughter, I should say, adored her preschool. She came home covered in paint and mud every day. The love between Silver and her teachers was plainly mutual. At school, she would pet animals, make rivers in the yard, create stories with her friends, pick and eat vegetables from the garden, and pretend to be a kitty, or a mama, or an astronaut, or an excavator. On the way, she learned to write and gained the fundamentals of reading, math, and science.

In the first few days of kindergarten, my family experienced the shock of transitioning from preschool to the regular school system. My daughter seemed oddly unenthusiastic, and one day as she settled into her car seat, she asked, “What does it look like inside your body when you cry?” My husband and I tried to take statements like these with a grain of salt, unsure of how much weight to give them during this time of flux.

The afternoon before Back to School night, I asked her what problems she had that she wanted me to talk about. In order of importance, she listed:

• Sometimes my teacher yells really loud and it hurts my ears. 
• Leila gets lunch at the cafeteria and sits with all of those kids, but I want her to sit next to me, but she never can. 
• Sometimes we have to sit on the rug, and it’s boring. 

So I sat through the Back to School night rally in the auditorium, then we parents filed away to our children’s classrooms for another presentation by their teachers. I sat down on a tiny chair and filled out several forms. The teacher talked about curriculum goals—writing aptitude, sight words, scissor skills—and also described the kinds of homework he would assign. He held up a composition notebook showing lines of upper- and lowercase L’s on one side and cut-out photos of a lion, a llama, and a child licking an ice cream cone on the other.

Silver expresses her displeasure with me.
(Photo by Anoosh Jorjorian)

I had my reservations about my child having to sit and write letters in long rows, when all the writing she has done so far has been on her own initiative: grocery lists, birthday messages, angry letters to me when she is mad. Nevertheless, I could see that her teacher, trained in studio art, was trying to work creatively within the limits he was given. Their first homework assignment would be to draw a picture of something fun from the summer, label all the parts, and write a sentence or two about it. (A rather long assignment for kindergarten, admittedly.)

With only 10 minutes until 8 p.m., the scheduled end of the evening and my children’s bedtime, he asked for questions. On my turn, I asked, “Can you talk about your philosophy and some of your methods of discipline?” The teacher walked over to a small rectangular table with three chairs ranged around it: green, yellow, and red.
 
The red chair was the last straw. My daughter had, in preschool, participated in a democratic classroom. As she has told me many times after I apologize for yelling at her, “The teachers at school don’t yell.” It’s true: they don’t. Of course, at preschool there are five teachers for 25 kids. In kindergarten, there are two. But my daughter is accustomed to being part of the classroom process where limits are agreed upon collectively and enforced gently, and I’m not ready for her to grapple with an authoritarian system yet.

The charter school I am moving her to practices project-based education, which to my mind, is what every school in the U.S. should practice. Diversity and social justice explicitly make up part of their mission. They emphasize experiential learning tailored to each child’s particular style. Collaboration forms the foundation of their structure.

I am, in theory, committed to public education. And yet, as every parent realizes when her or his child begins school, I want my daughter to have an excellent education right now. Public education in this country is a large, unwieldy vehicle, constructed rigidly, and difficult to turn in a different direction.

If our education system is supposed to prepare our children for life as adults, what are we teaching them? To respect authority. To tolerate repetitive, boring tasks. To understand that the system is unresponsive to their desires, needs, and emotions. And, above all, that the pleasures of education—personal attention from a teacher, play- and project-based methodologies, richness of materials, opportunities to go outside in a beautiful environment or take exciting field trips—are limited by economics. That we live in a two-tiered society, between those who find school a trial and those who find school rewarding, becomes obvious to our children from an early age.

People always scoff that we can’t buy our way to a better education system. (But maybe we can.) And yet, what would it be like if we abolished private schools and channeled all those funds to public education? What if we did only this: reduced class sizes, paid teachers wages respectable for trained professionals, and improved facilities so that schools could be open, airy, green, and pleasant places to be? What if we could make arts available to every child, every single day? You can’t convince me that education wouldn’t improve.

And what if we went further and made the goal of education to instill a love of learning in every child?

I know, it sounds like I am asking for the moon. And yet, like every parent, I want my child to be happy and smart; I want her to have ambitious goals and feel capable of reaching them. I want her to delight in learning rather than approach school with dread. It doesn’t seem like so much to ask.

Self-Regulation

(Photo by Kevin Miller)

To play or not to play with toy guns? Christine Gross-Loh asked this question in her recent article in the Atlantic, “Keeping Kids From Toy Guns: How One Mother Changed Her Mind.” She explains how she initially opposed gun play in her family, but after spending time in Japan where gun play is tolerated by parents and encouraged by teachers, she decided it could benefit kids and their imaginations. 

Her argument rests on the premise that a permissive attitude towards gun play results in better self-regulation in children. She notes that weapon play was far more common in the U.S. in the 1950s and cites a study that asserts that American children had better self-regulation 60 years ago. She adds, “But societal panic intensified in the wake of a spate of tragic school shootings in the 1990s, and a shift towards zero tolerance policies and regulating how children should play has been steadily increasing ever since.” 

At which point she lost me. 

This sentence tangles together two concepts: play policy and gun policy. Do American parents and educators discourage weapon play due to a misguided cultural belief that “gun play desensitizes kids to violence”? Perhaps. Yet I would argue that a greater contributing factor is that, in the U.S., it’s far too easy for fantasy and reality collide. 

Gross-Loh acknowledges, “Today in Japan, almost no one owns firearms and there are hardly any deaths by gun” and “there is no easy answer when my Japanese friends wonder at the paradox of our banning gun play when we do not ban the guns that kill thousands of children and teens in the U.S. each year”, but she fails to connect playground policies discouraging gun play with the reality of gun violence in America. 

Let’s reflect on the fact that after the Sandy Hook mass shooting, citizens and politicians have been unable to enact meaningful legislation to make owning a gun at least as difficult as obtaining a driver’s license, in defiance of all evidence that demonstrates a high rate of gun ownership correlates with a high incidence of homicide. 

Let’s consider the children who have gained access to real guns and accidentally shot themselves or others, like this one, this one, this one, and this one, just in the past month. 

Let’s remember as well the children who have been shot by police because they possessed toy guns that resembled real ones. Let’s also contemplate the gun lobby that not only blocks legislation to curb gun ownership and prevents any scientific research into gun violence in the U.S., but also stands against regulations on toy gun designs that would make it easier for police to distinguish a toy from a genuine weapon. 

So I take issue with Gross-Loh’s dismissal of American attitudes towards “gun play” as cultural difference. Bans on toy guns and gun play are rooted in real fears, not phantom overreactions, based on hundreds of tragedies where minors have acquired guns and used them to very deadly effect. Since we who oppose gun violence can’t seem to move by reason or emotion key politicians to enact a less permissive weapons policy, we try to enact those policies at home. We can’t control the guns, but maybe we can control our children. A false sense of security, to be sure. 

I find the second question—does allowing gun play lead to better self-regulation in children?—more difficult to address. Gross-Loh writes, “I have come to believe that one of the secrets of Asian boys’ self-regulation is the way that aggressive play is seen as a normal stage of childhood, rather than demonized and hidden out of sight,” but provides no citation for this assertion. As with many discipline-specific terms, “self-regulation” can be hard to define, particularly across cultures. 

(Photo by Kevin Miller)

Nevertheless, I hardly think that whether American children engage in gun play is the single key to their “self-regulation.” First of all, even with “gun play bans” in place, can we say that gun play has effectively declined? An imaginative child (i.e., all of them) will create a gun out of anything at hand: sticks, pieces of paper, a thumb and a forefinger. Secondly, can we really assert anything about all American children, across all ages, given the vast differences of class, cultures, and backgrounds? The study she cites examined children in Oregon and Michigan, who “were demographically mostly white.” (The Asian children studied were in China, Taiwan, and South Korea.)

I heartily agree with Gross-Loh, however, that American children are not given enough opportunities and time for unregulated imaginative play. My daughter is about to enter kindergarten where, at five years old, she will be assigned homework. (I first received homework at age nine.) Our education system has come to focus on academics at the cost of unstructured play time like recess and imaginative outlets like visual and performing arts classes. Since both parents usually work and require childcare beyond the end of the school day, children can further lose unstructured time to extracurricular language classes, tutoring, sports classes, etc. Additionally, the proliferation of screens—and parents’ needs to get things done while their children are stationary with videos and iPad games—can also reduce time for imaginative play. (I call these “the opiate of my children” and deploy them willingly as needed.) 

I frequently cite an anecdote from another of Gross-Loh’s articles, “Have American Parents Got It All Backwards?”, where she highlights the Finnish model of education. She recounts that an American Fulbright grant recipient queried a Finnish teacher, “How can you teach when the children are going outside every 45 minutes?” to which the astonished Finnish teacher replied, “I could not teach unless the children went outside every 45 minutes!” 

I am fully in favor of educational policies that allow children more time to engage in imaginative play. I am also willing to consider that gun play could be a healthy part of children’s imaginative worlds—as long as it remains in the realm of play. 

I am not, however, willing to continue a national policy on guns that relies on “self-regulation.” In our armed society, children die at epidemic levels, and that is a fact, not fantasy. 

Read my series on gun violence, Guns and Anger, including my response to the mass shooting that occurred less than two blocks from my children's school.