no homework in kindergarten

Should Kids Get Homework?

Homework gives elementary students a way to practice concepts, but too much can be harmful, experts say.

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Effective homework reinforces math, reading, writing or spelling skills, but in a way that's meaningful.

How much homework students should get has long been a source of debate among parents and educators. In recent years, some districts have even implemented no-homework policies, as students juggle sports, music and other activities after school.

Parents of elementary school students, in particular, have argued that after-school hours should be spent with family or playing outside rather than completing assignments. And there is little research to show that homework improves academic achievement for elementary students.

But some experts say there's value in homework, even for younger students. When done well, it can help students practice core concepts and develop study habits and time management skills. The key to effective homework, they say, is keeping assignments related to classroom learning, and tailoring the amount by age: Many experts suggest no homework for kindergartners, and little to none in first and second grade.

Value of Homework

Homework provides a chance to solidify what is being taught in the classroom that day, week or unit. Practice matters, says Janine Bempechat, clinical professor at Boston University 's Wheelock College of Education & Human Development.

"There really is no other domain of human ability where anybody would say you don't need to practice," she adds. "We have children practicing piano and we have children going to sports practice several days a week after school. You name the domain of ability and practice is in there."

Homework is also the place where schools and families most frequently intersect.

"The children are bringing things from the school into the home," says Paula S. Fass, professor emerita of history at the University of California—Berkeley and the author of "The End of American Childhood." "Before the pandemic, (homework) was the only real sense that parents had to what was going on in schools."

Harris Cooper, professor emeritus of psychology and neuroscience at Duke University and author of "The Battle Over Homework," examined more than 60 research studies on homework between 1987 and 2003 and found that — when designed properly — homework can lead to greater student success. Too much, however, is harmful. And homework has a greater positive effect on students in secondary school (grades 7-12) than those in elementary.

"Every child should be doing homework, but the amount and type that they're doing should be appropriate for their developmental level," he says. "For teachers, it's a balancing act. Doing away with homework completely is not in the best interest of children and families. But overburdening families with homework is also not in the child's or a family's best interest."

Negative Homework Assignments

Not all homework for elementary students involves completing a worksheet. Assignments can be fun, says Cooper, like having students visit educational locations, keep statistics on their favorite sports teams, read for pleasure or even help their parents grocery shop. The point is to show students that activities done outside of school can relate to subjects learned in the classroom.

But assignments that are just busy work, that force students to learn new concepts at home, or that are overly time-consuming can be counterproductive, experts say.

Homework that's just busy work.

Effective homework reinforces math, reading, writing or spelling skills, but in a way that's meaningful, experts say. Assignments that look more like busy work – projects or worksheets that don't require teacher feedback and aren't related to topics learned in the classroom – can be frustrating for students and create burdens for families.

"The mental health piece has definitely played a role here over the last couple of years during the COVID-19 pandemic, and the last thing we want to do is frustrate students with busy work or homework that makes no sense," says Dave Steckler, principal of Red Trail Elementary School in Mandan, North Dakota.

Homework on material that kids haven't learned yet.

With the pressure to cover all topics on standardized tests and limited time during the school day, some teachers assign homework that has not yet been taught in the classroom.

Not only does this create stress, but it also causes equity challenges. Some parents speak languages other than English or work several jobs, and they aren't able to help teach their children new concepts.

" It just becomes agony for both parents and the kids to get through this worksheet, and the goal becomes getting to the bottom of (the) worksheet with answers filled in without any understanding of what any of it matters for," says professor Susan R. Goldman, co-director of the Learning Sciences Research Institute at the University of Illinois—Chicago .

Homework that's overly time-consuming.

The standard homework guideline recommended by the National Parent Teacher Association and the National Education Association is the "10-minute rule" – 10 minutes of nightly homework per grade level. A fourth grader, for instance, would receive a total of 40 minutes of homework per night.

But this does not always happen, especially since not every student learns the same. A 2015 study published in the American Journal of Family Therapy found that primary school children actually received three times the recommended amount of homework — and that family stress increased along with the homework load.

Young children can only remain attentive for short periods, so large amounts of homework, especially lengthy projects, can negatively affect students' views on school. Some individual long-term projects – like having to build a replica city, for example – typically become an assignment for parents rather than students, Fass says.

"It's one thing to assign a project like that in which several kids are working on it together," she adds. "In (that) case, the kids do normally work on it. It's another to send it home to the families, where it becomes a burden and doesn't really accomplish very much."

Private vs. Public Schools

Do private schools assign more homework than public schools? There's little research on the issue, but experts say private school parents may be more accepting of homework, seeing it as a sign of academic rigor.

Of course, not all private schools are the same – some focus on college preparation and traditional academics, while others stress alternative approaches to education.

"I think in the academically oriented private schools, there's more support for homework from parents," says Gerald K. LeTendre, chair of educational administration at Pennsylvania State University—University Park . "I don't know if there's any research to show there's more homework, but it's less of a contentious issue."

How to Address Homework Overload

First, assess if the workload takes as long as it appears. Sometimes children may start working on a homework assignment, wander away and come back later, Cooper says.

"Parents don't see it, but they know that their child has started doing their homework four hours ago and still not done it," he adds. "They don't see that there are those four hours where their child was doing lots of other things. So the homework assignment itself actually is not four hours long. It's the way the child is approaching it."

But if homework is becoming stressful or workload is excessive, experts suggest parents first approach the teacher, followed by a school administrator.

"Many times, we can solve a lot of issues by having conversations," Steckler says, including by "sitting down, talking about the amount of homework, and what's appropriate and not appropriate."

Study Tips for High School Students

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Studies Show Homework Isn't Beneficial in Elementary School, so Why Does It Exist?

It's time for parents to help change homework policies for young kids.

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As a rule-follower and the kind of person who enjoys task completion so much that folding laundry can feel therapeutic, I didn’t anticipate having a problem with homework. That also had something to do with my kid, who regularly requested “homewurt” starting at age 3. An accomplished mimic, she’d pull a chair up alongside a table of middle-schoolers at the public library, set out a sheet of paper, and begin chewing the end of a pencil, proudly declaring, “I do my homewurt!”

But the real thing quickly disappointed us both. She found first grade’s nightly math worksheets excruciating, both uninteresting and difficult. I found pulling her away from pretend games for something that left her in tears excruciating, both undermining and cruel.

Our story is complex but not uncommon. Cathy Vatterott, a professor of education at the University of Missouri, St. Louis who’s better known as the “ Homework Lady ” says, “Parent activism about homework has really increased over the last 5 to 7 years.” Acton, Massachusetts librarian Amy Reimann says her daughter's district recently overhauled its policy. Now, no school issues homework before third grade , and it's not expected nightly until seventh. In 2017, Marion County, Florida eliminated all elementary homework aside from 20 minutes of reading (or being read to) at night. The result? After moving to a school with a no-homework policy in Berkeley, California, parent Allison Busch Zulawski said: “Our kids are happier, I’m happier, and there are no academic downsides.” If you're looking to make a similar change at your school, check out the stats you'll need to bolster your argument below, followed by some strategies you can use with your school's administration.

Is homework even beneficial to students? Arm yourself with the stats before you storm the school.

If you want to go in with the most effective arguments for changing your school's homework policy, you'll have to, um, do your homework (or use this cheat sheet).

Giving up homework in the younger grades has no academic impact.

There's a bit of disagreement among scholars over the academic value of homework. Duke professor Harris Cooper, Ph.D., who has studied the issue, says that the best studies show "consistent small positive effects." But others have questioned whether any impact of doing homework on tests scores and/or grades has been proven. And most academics seem to agree that what little bump homework gives doesn't start until middle school or later. What does all this mean? In his book The Homework Myth , writer and researcher Alfie Kohn concludes, “There is no evidence of any academic benefit from homework in elementary school."

There is clear evidence on a related point though: Reading self-selected material boosts literacy. That’s why many elementary schools are moving toward homework policies that require reading, or being read to, rather than problems or exercises. (Once kids get to middle and high school, the homework debate generally shifts to “how much” and “what kind” rather than “whether.”)

Many agree with educators like Linda Long, a fourth-grade teacher at a different San Francisco school, who sees the value in “just the act of taking a piece of paper home and bringing it back” for building organizational skills and responsibility. But Good Housekeeping was able to find no research demonstrating that this is the case at the elementary level prior to grade five. And research showing that doing homework increases conscientiousness in grades 5 through 8 appears to be thin. What’s more, the many children who don’t complete homework fastidiously have the opposite lesson reinforced: that duties can be ignored or completed hastily.

Homework is more harmful than helpful to families.

Long sees another upside of elementary homework, saying, “It helps families be aware of what their children are learning in the classroom.” Professor Cooper adds, "Homework can give parents an opportunity to express positive attitudes toward achievement."

But there are lots of ways for parents to do these things, from quarterly teacher updates like the ones Fairmount Elementary School instituted when eliminating homework, to parents sifting through the completed classwork that comes home in backpacks. And asking parents to police homework can damage family relationships by creating power struggles and resentment. In a September 2019 poll of approximately 800 parents conducted by the tech company Narbis, 65% reported that the stress of homework had negatively affected their family dynamic. Academic studies show that this family stress increases as homework load increases.

Homework can also have a negative impact on children’s attitudes toward school. Take the story of Sarah Bloomquist Greathouse of Felton, California. “My fourth-grader has always had such a hard time with liking school,” she says. “This year is the first year we have no worksheets or other busywork. This is the first year my son has actually enjoyed going to school.” As Vicki Abeles puts it in Beyond Measure , “Homework overload steals from young minds the desire to learn.”

Homework eats up time that could be spent doing something more beneficial.

For some students, time spent doing homework displaces after-school activities — like imaginative play, outdoor time, sibling bonding, physical activity, socializing, and reading purely for pleasure — that are shown to be neurologically and developmentally beneficial.

For others, homework provides important scaffolding for free time. (Long says, “I’m more inclined to give homework to my kids who I know just go home and are playing Fortnite for five hours.”) Some argue a no-homework policy leaves a void that only wealthier families can afford to fill with enrichment. That’s why a lot of parents are throwing their weight behind optional policies that provide homework but let families determine whether doing it will improve their child’s life.

Another important displacement concern is sleep. “If parents and teachers are worried about academics and behavior in school then they don’t need homework, they need sleep,” says Heather Shumaker of Traverse City, Michigan, author of It’s OK to Go Up The Slide: Renegade Rules for Raising Confident and Creative Kids , which covers banning homework in elementary school. "The more sleep kids get, the better their memory, the better their learning, the better their focus, the better they’ll do on all the tests, being able to control their impulses, and so on.”

What do you do if you don't agree with the amount of homework your kids get at school?

Don’t worry, you don’t have to be as annoying as me to change your situation. There are multiple ways to push back against homework, each suited to a different personality type. That said, we can all learn a little something from every take.

Introvert Parent

You'd like your child to have less homework, but you don't want to make a huge thing of it.

Rallier Parent

You've read the research, and you're ready to gather others and take the whole system down.

Conflict-Avoidant Parent

You're bad at confrontation, but you want your student's homework stress to be known.

Hands-off Parent

You don't think it's good for anyone when your kids' assignments become your homework.

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Some parents focus on winning an exception to the rule rather than challenging it. Teresa Douglas’s daughter read voraciously — until, that is, she was required to log her minutes in a daily time log. The Vancouver, British Columbia mom wrote the teacher a note explaining the situation, declaring her intent to excuse her daughter from doing homework, and offering to provide relevant research. “I received zero pushback,” she says. Pretty much the same thing happened for a Sacramento, California parent (who didn’t wish to be named due to her role in that state’s government). She told her sons’ teachers they would not be doing any homework, aside from reading, unless the teacher could provide research proving it beneficial. That was the end of that.

Straight-up refusal to comply is the same approach I’ve taken when asked to sign off on my kids’ work while my advocacy efforts were ongoing. I thought my signature would imply my child couldn’t be trusted, and I knew it would put us on course for the type of shared academic responsibility, and ultimately dependence, decried in How to Raise an Adult , a book by former Stanford University Dean of Freshmen Julie Lythcott-Haims. So every year, I emailed my kids’ teachers, explaining my reasoning and offering alternatives, like having my children put their own initials in that spot. Some teachers weren't pleased, and I have to admit my kids initially felt mortified, but I held firm and everyone wound up happy with the arrangement.

Critical, independent thinking is also what Kang Su Gatlin, a Seattle, Washington dad, is after. He gives his son the option to do school-assigned homework or exercises chosen by his parents. When the fifth-grader picks the school’s problems, he’s allowed to skip the ones drilling concepts he’s already mastered. “At least in the jobs I’ve had,” says Gatlin, who currently works for Microsoft, “it’s not just how you do your job, but also knowing what work isn't worth doing.”

Some worry that going this route will upset their child's teacher, and it's possible. But when Long was asked what she’d do if a parent presented her with research-backed arguments that disagree with her homework philosophy, she replied, “I would read it, and it would probably change my opinion. And I would also be flexible with the individual family.”

For the Rallier Parent: Gather Reinforcements and Tell Your PTA Why Students Should Have No Homework

Many parents don’t stop with their own child. When the first edition of Vatterott’s book Rethinking Homework was published in 2009, she says, it was a relatively fringe thing, but now, “We’re talking about a real movement.”

Shumaker, the Michigan author and one of the most prominent figures in the movement, knows initiating this kind of conversation with a teacher can be terrifying, so she recommends having company: “Maybe you want to bring in another parent in the class who feels similarly or who is even just willing to sit next to you,” she says. Or broach the subject in a group setting. Shumaker tells a story that reminds me of every back-to-school night I’ve ever attended: “One of the parents raised a hand and said, ‘My child is having such a hard time with math. She spends hours on it every night, and she can’t get through all the problems.’ There was this huge sigh of relief from all the other parents in the room, because they’d had the same problem.”

So, talk to other parents. Bring the issue to the PTA. For petitions, surveys, and templates you can use when writing to a teacher, reaching out to other parents, and commenting at PTA and school board meetings, see The Case Against Homework by Sara Bennett and Nancy Kalish. It’s packed with step-by-step advocacy advice, including ideas for a variety of non-traditional homework policies (e.g., “No-Homework Wednesdays”).

For the Conflict-Avoidant Parent: Sometimes It Just Takes One Homework Question

If all this sounds like a bit much, Vatterott recommends an approach based on inquiry and information-sharing.

Begin by asking whether there's a fixed policy, either in the classroom or at the school. “You can’t believe how many schools have a policy that the teachers don't follow,” Vatterott notes. Often it’s one based on guidelines endorsed by the National Education Association: about 10 minutes per night in the first grade, and 10 more minutes added on for each successive grade (e.g., 20 minutes for second grade, 50 for fifth). “Sometimes all that’s needed is to say, ‘Can we make the homework requirement weekly rather than daily?’” she says.

Experts also recommend starting with what psychologists call “I statements,” because teachers aren’t mind-readers. Put a note on each assignment saying, “My child spent 40 minutes on this.” Since research shows teachers often underestimate the amount of time homework takes by about 50% , Vatterott reports, passing along this info can be enough to make assignments less onerous. Other simple statements of fact include:

• “Luna isn’t getting enough downtime in the afternoon."
• “Cynthia told me today, ‘I hate homework and I hate school.’”
• “Dante is losing sleep to finish his work.”

Try to find some way, Vatterott says, to not feel embarrassed or guilty about telling the teacher, even in a roundabout way, “This is too much.”

For the Hands-off Parent: Just Take Yourself Out of the Equation

Not everyone agrees on the level of parental involvement required in homework assignments. Reading all that research also taught me that intrinsic motivation is the more effective , longer-lasting kind. So during the years when I tried to get the school-wide policy changed, I also told my kids that homework is between them and their teacher. If they decided to do it, great; if they chose not to, the consequences were up to them to negotiate.

Third-grade mom Anna Gracia did the same thing, and her oldest, a third-grader, opted to take a pass on homework. When the teacher explained that the class had a star chart for homework with Gracia’s kid listed in last place, she asked whether her daughter seemed to mind. Her daughter didn't. Gracia asked if her daughter was behind in a particular subject or needed to practice certain skills. "No, but homework helps kids learn responsibility," the teacher replied. “How does it teach my kid that, if I’m the one who has to remind her to do it?” she asked. In the end, Gracia stayed out of it: “I said the teacher could take it up directly with my daughter, but I would not be having any conversations about homework at home unless she could point to a demonstrable need for her to do it.”

I’m happy to report my now fifth-grader takes complete ownership over her nightly "homewurt." And after the most recent round of parent-teacher conferences, neither her teacher nor Gracia’s daughter’s had any complaints.

Do the Research

ASCD Rethinking Homework

Harmony The Case Against Homework

Da Capo Press The Homework Myth

TarcherPerigee It's OK to Go Up the Slide

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Student Opinion

Should We Get Rid of Homework?

Some educators are pushing to get rid of homework. Would that be a good thing?

By Jeremy Engle and Michael Gonchar

Do you like doing homework? Do you think it has benefited you educationally?

Has homework ever helped you practice a difficult skill — in math, for example — until you mastered it? Has it helped you learn new concepts in history or science? Has it helped to teach you life skills, such as independence and responsibility? Or, have you had a more negative experience with homework? Does it stress you out, numb your brain from busywork or actually make you fall behind in your classes?

Should we get rid of homework?

In “ The Movement to End Homework Is Wrong, ” published in July, the Times Opinion writer Jay Caspian Kang argues that homework may be imperfect, but it still serves an important purpose in school. The essay begins:

Do students really need to do their homework? As a parent and a former teacher, I have been pondering this question for quite a long time. The teacher side of me can acknowledge that there were assignments I gave out to my students that probably had little to no academic value. But I also imagine that some of my students never would have done their basic reading if they hadn’t been trained to complete expected assignments, which would have made the task of teaching an English class nearly impossible. As a parent, I would rather my daughter not get stuck doing the sort of pointless homework I would occasionally assign, but I also think there’s a lot of value in saying, “Hey, a lot of work you’re going to end up doing in your life is pointless, so why not just get used to it?” I certainly am not the only person wondering about the value of homework. Recently, the sociologist Jessica McCrory Calarco and the mathematics education scholars Ilana Horn and Grace Chen published a paper, “ You Need to Be More Responsible: The Myth of Meritocracy and Teachers’ Accounts of Homework Inequalities .” They argued that while there’s some evidence that homework might help students learn, it also exacerbates inequalities and reinforces what they call the “meritocratic” narrative that says kids who do well in school do so because of “individual competence, effort and responsibility.” The authors believe this meritocratic narrative is a myth and that homework — math homework in particular — further entrenches the myth in the minds of teachers and their students. Calarco, Horn and Chen write, “Research has highlighted inequalities in students’ homework production and linked those inequalities to differences in students’ home lives and in the support students’ families can provide.”

Mr. Kang argues:

But there’s a defense of homework that doesn’t really have much to do with class mobility, equality or any sense of reinforcing the notion of meritocracy. It’s one that became quite clear to me when I was a teacher: Kids need to learn how to practice things. Homework, in many cases, is the only ritualized thing they have to do every day. Even if we could perfectly equalize opportunity in school and empower all students not to be encumbered by the weight of their socioeconomic status or ethnicity, I’m not sure what good it would do if the kids didn’t know how to do something relentlessly, over and over again, until they perfected it. Most teachers know that type of progress is very difficult to achieve inside the classroom, regardless of a student’s background, which is why, I imagine, Calarco, Horn and Chen found that most teachers weren’t thinking in a structural inequalities frame. Holistic ideas of education, in which learning is emphasized and students can explore concepts and ideas, are largely for the types of kids who don’t need to worry about class mobility. A defense of rote practice through homework might seem revanchist at this moment, but if we truly believe that schools should teach children lessons that fall outside the meritocracy, I can’t think of one that matters more than the simple satisfaction of mastering something that you were once bad at. That takes homework and the acknowledgment that sometimes a student can get a question wrong and, with proper instruction, eventually get it right.

Students, read the entire article, then tell us:

Should we get rid of homework? Why, or why not?

Is homework an outdated, ineffective or counterproductive tool for learning? Do you agree with the authors of the paper that homework is harmful and worsens inequalities that exist between students’ home circumstances?

Or do you agree with Mr. Kang that homework still has real educational value?

When you get home after school, how much homework will you do? Do you think the amount is appropriate, too much or too little? Is homework, including the projects and writing assignments you do at home, an important part of your learning experience? Or, in your opinion, is it not a good use of time? Explain.

In these letters to the editor , one reader makes a distinction between elementary school and high school:

Homework’s value is unclear for younger students. But by high school and college, homework is absolutely essential for any student who wishes to excel. There simply isn’t time to digest Dostoyevsky if you only ever read him in class.

What do you think? How much does grade level matter when discussing the value of homework?

Is there a way to make homework more effective?

If you were a teacher, would you assign homework? What kind of assignments would you give and why?

Want more writing prompts? You can find all of our questions in our Student Opinion column . Teachers, check out this guide to learn how you can incorporate them into your classroom.

Students 13 and older in the United States and Britain, and 16 and older elsewhere, are invited to comment. All comments are moderated by the Learning Network staff, but please keep in mind that once your comment is accepted, it will be made public.

Jeremy Engle joined The Learning Network as a staff editor in 2018 after spending more than 20 years as a classroom humanities and documentary-making teacher, professional developer and curriculum designer working with students and teachers across the country. More about Jeremy Engle

Kindergarten Homework: Too Much Too Early?

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Kindergarten has taken some getting used to for Walker Sheppard, who didn’t attend preschool or day care. Besides all the new rules to remember, there’s a new nightly routine: homework.

“We spend anywhere from 45 minutes to an hour on it,” said Michael Sheppard, Walker’s dad.

When the 5-year-old comes home every day, Sheppard said, his son is tired and not ready to sit down and figure out his assignments.

“He doesn’t like it,” said Sheppard, who lives in Pulaski, Va. “The first week he went to school he asked us why he was having to do schoolwork at home.”

That’s a question a lot of parents are asking, especially when it comes to the youngest pupils. Studies by researchers including Harris Cooper, a Duke University psychology and neuroscience professor who wrote The Battle Over Homework , have consistently shown that homework has minimal academic benefits for children in the early-elementary years.

Instead, both the National Education Association and the National PTA endorse Cooper’s so-called 10-minute rule, which calls for roughly 10 minutes of homework a night per grade level beginning in 1st grade. So children in 2nd grade would have 20 minutes, those in 3rd grade would have 30 minutes, and so on. In high school, students may exceed that recommendation depending on the difficulty of the courses they choose.

Split Opinions

Those guidelines don’t even mention kindergarten. But that’s not stopping educators in many places from assigning homework.

Delilah Orti said that every Monday her daughter, Mia, a kindergartner last year in the Miami-Dade Public Schools system in Florida, received a homework packet with about 25 worksheets that were due at the end of that week.

Orti said the packet included work on phonics, spelling, reading comprehension, and social studies. She describes her daughter as a quick learner who was already reading in kindergarten but still needed her help with word problems and science worksheets.

“She could read the words, but she had no idea what they meant,” said Orti.

Orti said Mia spent 30 minutes reading every night and an hour on the packet.

“I felt that it was inappropriate for that age,” said Orti. “What she was getting for homework was more busywork. I don’t think she was getting anything out of it and I think it was way too much.”

But such concerns aren’t shared by administrators or parents at Arlington Traditional School, a countywide elementary school in Arlington, Va., with a waiting list of parents eager for their children to attend.

Kindergartners there are expected to do 30 minutes of homework a night, Monday through Thursday.

Every student at the school is expected to spend 15 minutes reading a night. For kindergartners who can’t read yet, that means their parents are expected to read to them. The other 15 minutes is spent doing things like dictating a story to their parents using words that start with a sound they’ve been learning in class or exercises that involve circling that letter.

“We feel that this is a connection that we want with parents,” said Holly Hawthorne, the school’s principal. “We want them to know what their children are learning at school, we want them to know how they’re doing in school, if the work is too hard, if it’s too easy, we want them to be able to support what the kids are learning at school at home as well.”

Eliminating Packets

Still, some kindergarten teachers remain firm in their opposition to mandatory homework.

Barbara Knapp used to assign her kindergarten pupils at Bradley Elementary School in Corralitos, Calif., weekly homework packets. But that all changed 10 years ago during the Great Recession.

“Teachers were only given two reams of paper a month at my school, so we were forced to cut back,” said Knapp.

She and some of her colleagues at the school located about 90 miles south of San Francisco decided a good way to do that would be to eliminate those homework packets. During that time, she said, she started to research homework and found the case against it for young elementary pupils very compelling.

“The research showed that there was no correlation between school success and the traditional paper-pencil homework in kindergarten,” said Knapp, who has 19 years of classroom-teaching experience.

When she was assigning homework, Knapp said parents sometimes complained that it was frustrating for their children. Other times, it was obvious the parents had done the work rather than the child.

Now, Knapp only assigns nightly reading of her pupils’ choice, a move that she credits with making them better readers. She adds that she hasn’t seen any deterioration in other skills since she eliminated traditional homework, and she’s been able to spend more time on lesson preparation rather than grading homework.

“It’s been great not having to focus on homework,” said Knapp. “Putting together the packet, running them all off, grading them all, it was a huge amount of time that was being taken instead of us planning really wonderful, rich, in-class lessons. Homework took away a lot of planning time for just a bunch of busywork.”

Risk of ‘Busywork’ vs. Parental Bonding

Cathy Vatterott is no fan of busywork at any grade level and doesn’t think homework should be part of kindergarten. She’s a professor of education at the University of Missouri-St. Louis and the author of Rethinking Homework . “There’s enough of an adjustment for young children in kindergarten without throwing in homework,” said Vatterott.

And she worries that adjusting to school routines combined with homework could turn off young students to learning.

“I want to make sure that they don’t hate school,” said Vatterott, who noted that young children learn best through play.

She also points to a 2016 University of Virginia study, “Is Kindergarten the New First Grade?,” which found that kindergarten in 2010 was more like the 1st grade of the late 1990s. Vatterott says she’s concerned that children who aren’t developmentally ready for this work might “internalize that they’re not smart or that they’re not good at school.”

But keeping the bond strong between home and school is one of the reasons that Duke researcher Cooper doesn’t mind homework for pupils in kindergarten, with a few caveats.

“The assignments need to be short, simple, and lead to success,” said Cooper. “We don’t want young children to get frustrated with homework. We don’t want them to get bored, and we don’t want them to begin thinking that schoolwork is too difficult for them so that they begin to develop a self-image of not being a good student.”

Finding a Balance

Some kindergarten teachers are embracing short, unique assignments for their pupils that don’t involve worksheets.

Shannon Brescher Shea’s son’s kindergarten teacher provides a list of activities the children can do at home if they choose. The activities ask them, for instance, to draw a picture of what they did over the weekend or collect and count a handful of leaves by ones.

Shea says after visiting her son’s classroom in suburban Rockville, Md., and seeing how much work he does, she’s even more against the idea of mandatory homework for children in kindergarten.

“They are going through so much energy and so much focus at school already and exerting so much self-control that to then have these kids come home and do homework on top of that is a recipe for them not wanting to go to school and not enjoying learning,” said Shea.

Jennifer Craven’s daughter is also in kindergarten this year, and she said so far the young girl has been asked to “practice tying shoes, practice writing her name, and read two books each night.”

Craven, who lives in Meadville, Pa., a city about 90 miles from Pittsburgh, said her family would be doing these activities anyway, and for now, her daughter thinks homework is fun.

“I think this is very age appropriate and I don’t mind the use of the term ‘homework’ at this age, as they will realize what real homework is soon enough,” said Craven.

Michael Sheppard talked to his son’s teacher in Pulaski about the homework she assigns. He said the 30-year classroom veteran acted like it was out of her hands.

Sheppard, 42, who attended school in the same district as his son, Walker, said he didn’t have to deal with homework until well after kindergarten.

“Maybe there should be homework,” said Sheppard. “I just think it would be better starting at 3rd grade.”

A version of this article appeared in the November 28, 2018 edition of Education Week as Kindergarten Homework Debate: Too Much Too Soon?

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Is Homework Good for Kids? Here’s What the Research Says

A s kids return to school, debate is heating up once again over how they should spend their time after they leave the classroom for the day.

The no-homework policy of a second-grade teacher in Texas went viral last week , earning praise from parents across the country who lament the heavy workload often assigned to young students. Brandy Young told parents she would not formally assign any homework this year, asking students instead to eat dinner with their families, play outside and go to bed early.

But the question of how much work children should be doing outside of school remains controversial, and plenty of parents take issue with no-homework policies, worried their kids are losing a potential academic advantage. Here’s what you need to know:

For decades, the homework standard has been a “10-minute rule,” which recommends a daily maximum of 10 minutes of homework per grade level. Second graders, for example, should do about 20 minutes of homework each night. High school seniors should complete about two hours of homework each night. The National PTA and the National Education Association both support that guideline.

But some schools have begun to give their youngest students a break. A Massachusetts elementary school has announced a no-homework pilot program for the coming school year, lengthening the school day by two hours to provide more in-class instruction. “We really want kids to go home at 4 o’clock, tired. We want their brain to be tired,” Kelly Elementary School Principal Jackie Glasheen said in an interview with a local TV station . “We want them to enjoy their families. We want them to go to soccer practice or football practice, and we want them to go to bed. And that’s it.”

A New York City public elementary school implemented a similar policy last year, eliminating traditional homework assignments in favor of family time. The change was quickly met with outrage from some parents, though it earned support from other education leaders.

New solutions and approaches to homework differ by community, and these local debates are complicated by the fact that even education experts disagree about what’s best for kids.

The research

The most comprehensive research on homework to date comes from a 2006 meta-analysis by Duke University psychology professor Harris Cooper, who found evidence of a positive correlation between homework and student achievement, meaning students who did homework performed better in school. The correlation was stronger for older students—in seventh through 12th grade—than for those in younger grades, for whom there was a weak relationship between homework and performance.

Cooper’s analysis focused on how homework impacts academic achievement—test scores, for example. His report noted that homework is also thought to improve study habits, attitudes toward school, self-discipline, inquisitiveness and independent problem solving skills. On the other hand, some studies he examined showed that homework can cause physical and emotional fatigue, fuel negative attitudes about learning and limit leisure time for children. At the end of his analysis, Cooper recommended further study of such potential effects of homework.

Despite the weak correlation between homework and performance for young children, Cooper argues that a small amount of homework is useful for all students. Second-graders should not be doing two hours of homework each night, he said, but they also shouldn’t be doing no homework.

Not all education experts agree entirely with Cooper’s assessment.

Cathy Vatterott, an education professor at the University of Missouri-St. Louis, supports the “10-minute rule” as a maximum, but she thinks there is not sufficient proof that homework is helpful for students in elementary school.

“Correlation is not causation,” she said. “Does homework cause achievement, or do high achievers do more homework?”

Vatterott, the author of Rethinking Homework: Best Practices That Support Diverse Needs , thinks there should be more emphasis on improving the quality of homework tasks, and she supports efforts to eliminate homework for younger kids.

“I have no concerns about students not starting homework until fourth grade or fifth grade,” she said, noting that while the debate over homework will undoubtedly continue, she has noticed a trend toward limiting, if not eliminating, homework in elementary school.

The issue has been debated for decades. A TIME cover in 1999 read: “Too much homework! How it’s hurting our kids, and what parents should do about it.” The accompanying story noted that the launch of Sputnik in 1957 led to a push for better math and science education in the U.S. The ensuing pressure to be competitive on a global scale, plus the increasingly demanding college admissions process, fueled the practice of assigning homework.

“The complaints are cyclical, and we’re in the part of the cycle now where the concern is for too much,” Cooper said. “You can go back to the 1970s, when you’ll find there were concerns that there was too little, when we were concerned about our global competitiveness.”

Cooper acknowledged that some students really are bringing home too much homework, and their parents are right to be concerned.

“A good way to think about homework is the way you think about medications or dietary supplements,” he said. “If you take too little, they’ll have no effect. If you take too much, they can kill you. If you take the right amount, you’ll get better.”

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What Happened When Our School Stopped Assigning Nightly Homework? More Learning!

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Last school year, I found myself in one too many meetings with discontent parents talking about homework. Some parents felt the homework was not meaningful. Others were upset because they felt there was not enough feedback from teachers. Still, other parents wanted teachers to be individualizing homework more. In each of these meetings, it became uncomfortably clear that I really didn’t know what was happening across the school with regards to homework.

By the end of that year, I had made one firm commitment both to myself and to several parents. We would spend some time as a staff, before the school year started this year, articulating our beliefs and approach to homework, and develop what some might call a homework policy.

Over the summer, I read a number of articles about how we have to get better at homework, the argument being that homework is a problem for children and families because it is tedious and doesn’t ask children to think critically and creatively. While I didn't completely disagree with these articles, I also didn’t find a strong rationale for why we give homework or how much homework we should be giving.

I had heard of Alfie Kohn’s book,  The Homework Myth , but in truth, I was avoiding reading it. As a former teacher, I had always felt that homework was a critical part of children learning organizational skills and responsibility and a way to practice newly developed skills. Moreover, the idea of getting rid of homework seemed a bit too unconventional. But when I finally did pick up  The Homework Myth , I couldn’t put it down. One by one, my reasons for considering homework an essential part of the elementary school experience were dismantled.

Time management and organizational skills: Kohn points out that rather than teaching time management to students, homework actually requires parents to do more to organize children's time.

Newly learned skills: Kohn argues that it is rare that all students need the same practice at the end of a lesson. For some, additional practice may be confusing, while for others, it may be unnecessary.

What the research says: Kohn scoured the research to find that there is no evidence that homework in elementary school leads to an increase in student achievement.

At our opening staff meetings last August, I asked teachers to read excerpts from  The Homework Myth , and discuss the article with grade level colleagues. Many teachers were as dumbfounded as I was when challenged to think about their long held beliefs about homework. I asked each grade level team to decide on a common homework approach for the coming school year. While I knew where I stood on the homework issue at this point, I felt it was important for teachers to make these decisions themselves after I had provided them with research and the opportunities to discuss it. As I met with each grade level team, I also felt it was my responsibility to ensure that there was some semblance of a trajectory from Kindergarten through fifth grade.

The School’s New Homework Policy:

Last school year for the first time, I knew the homework expectations for each class in the school!

• In Kindergarten, students dictate stories to their families on a regular basis, but with no official due dates. Parents were encouraged to read to their children, but there were no set expectations for how much or how often.
• Starting in first grade, students were expected to read nightly and this include families reading to children.
• Most grade level teams opted out of reading logs or other accountability structures, noting that these often devolved into a meaningless checklists lacking accountability altogether.
• Third graders were asked to write nightly. Students determine the content and form of their writing, which is not graded. Third graders are also expected to practice their math facts based on both grade level expectations and personal levels of mastery

In my experiences as both principal and teacher, parents often voice two significant complaints: homework either took too long, or not long enough; AND parents didn’t understand the homework, so they couldn’t help their child.  These issues have been addressed in our new approach to homework. All homework is now open-ended enough to avoid these common complaints. Teachers give parents information about other elements also taught in class so they can be supportive of the related homework. When a teacher asks students to read for 30 minutes, some students may read 10 pages, and others may read 30. Parents can help children find a regular time to do that homework because the time needed is consistent. Moreover, if a parent wants a child to do more homework, it is quite simple to just have them keep reading. There is no ‘wrong way’ to do the homework. And this has led to many families reporting that the level of stress in their household has decreased dramatically this year.

So last year, Cambridgeport became ‘the school that doesn’t give homework'  yet I heard repeatedly from students, teachers, and parents about the significant, meaningful work they are doing at home. A fourth grader was begging to take home his writing notebook on the third day of school so he could keep working on the story he had started in class. A class of fifth graders requested additional practice problems to take home with them. A father-daughter pair showed me the model they created of the setting of the book they were reading together. Our school may be giving less homework but we have more students engaged in more meaningful learning activities at home than ever before.

Katie Charner-Laird is the principal of the Cambridgeport School, a PreK-5th grade elementary school in Cambridge, Massachusetts. Prior to being a principal, she taught grades 3-6 and was a literacy coach.

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Miss Kindergarten

Kindergarten Teacher Blog

Tips for Using Homework In Kindergarten

October 15, 2023 misskindergarten Leave a Comment

How do you set up homework in kindergarten that is appropriate, fun, and meaningful? This seems to be the million dollar question among many kindergarten teachers. It is hard to know what is too much or too little all while making sure it’s engaging and developmentally appropriate! Keep reading for some food for thought as you make the homework decision for your own classroom.

Should There Be Homework In Kindergarten?

When you first started out as a new kindergarten teacher , you likely noticed that there are two camps when it comes to homework in kindergarten: Those who like it and those who don’t! However, some districts require either daily or weekly homework, so you might need to regularly send work home no matter what camp you’re in.

I am a true believer in kids learning through play, and sometimes I think giving them the opportunity to play after school is MUCH more important than sitting down to do homework.

However, if you are required to send something home with your kinders or you DO like the idea of homework in kindergarten, let’s look at the positives!

Benefits Of Homework In Kindergarten

I used to dread assigning homework to young students and struggled with how to make it work. I learned over the years that there are some amazing benefits to having homework in kindergarten.

Grow in Responsibility

Sending work home for your students to work on after school can help teach them responsibility.

Homework isn’t all about academics, it’s also about helping students become responsible, lifelong learners. Teaching your students how to “be in charge” of something and take pride in it is an important life skill. They begin to learn that it feels good to do a good job and get work done on time!

I like to talk with my students about what it means to be responsible when doing homework. It means that you:

• Put your name on your paper first
• Complete all of the work on the page
• Keep the paper looking neat
• Check your work
• Turn it into the appropriate place on time

Practice Problem Solving

Homework allows students to practice being problem-solvers at home as they work independently and blast through challenges.

We all know those students that come running to us at the sight or sound of any problem. As teachers, it is our instinct to help them, but allowing them to be challenged is a GOOD THING! Homework in kindergarten encourages your students to problem solve, whether they are at school or at home.

Since this is a skill your students are still developing, it’s helpful to prepare students for being more independent problem-solvers when they are working on their homework at home. This will help keep your students (and their families!) from becoming frustrated with the homework process. One way to do this is to model different problem-solving strategies during your daily routine. Some ideas are:

• Reading or listening to the directions again
• Looking at similar problems
• Using anchor charts or posters around the room
• Using manipulatives
• Drawing a picture

Build Routines

Homework can provide a foundation for structure and routine as they progress through school.

By starting homework early on in their school years, you are helping to set up your students for success in the future. Having homework in kindergarten allows them to start learning and using those problem-solving strategies right away.

It is important to know your students, their abilities, and their families when assigning homework in kindergarten. You don’t want your students and their families to develop negative feelings toward having a routine of skill practice at home. You can avoid this by sending home developmentally appropriate homework that doesn’t place an undue burden on families.

3 “Musts” for Kindergarten Homework

Now that we know the benefits of homework in kindergarten, I am going to share my three musts for making homework actually WORK in kindergarten.

Homework Must Be Easy to Prep

This first must is all about you, teacher friend! No kindergarten teacher has time to prep, print, laminate, and hole punch homework! Just the thought of it makes me cringe. Keep homework prep simple! My Kindergarten Homework Weekly Bundle is designed to be low-prep and easy to manage. In fact, you can print off an entire week of homework on one page, front and back. Check it out  here  to get your homework for the entire year covered.

Homework Must Be Engaging

Homework tends to have a bad reputation for being boring and hard. It doesn’t have to be, though! Homework that is fun for your students will engage them in the learning, thus becoming more purposeful for them and you. It will also make it more likely that they will keep up the routine of grabbing their homework from their backpacks when they get home.

You can make homework more engaging for students by using kid-friendly printables with space to color. Students also love being allowed to use different writing tools on homework. (This is helpful for families who might have pens more readily available than pencils.) You can also incorporate a little bit of seasonal fun to your homework by using themed printables.

Homework Must Be Aligned to Standards

If you give your students random homework assignments, it just feels like busywork. Make sure that it is aligned to the standards and skills you are teaching. My weekly homework covers reading and math standards and follows a common sequence for spiral review. It is also editable to meet students’ needs every year. You’ll be able to ensure that you’re sending home developmentally appropriate homework that students can complete mostly independently.

Printable Kindergarten Homework Bundle

You can check out my year-long homework bundle that includes 32 weeks of weekly homework practice. These printables come in two size options, so you can decide how you’d like to assemble the homework. The activities in this bundle could also be repurposed for other parts of your daily routine.

For example, you could bind the printables into a packet that’s perfect to use for morning work, fast finishers , centers, and more! Click below if you’d like to take a closer look at this resource in my shop.

Kindergarten Weekly Homework

Save these tips for kindergarten homework.

Be sure to save these tips and resources for kindergarten homework! Just add the pin below to your favorite teaching board on Pinterest. You’ll be able to quickly find this post when you’re ready to set up a homework routine in your kindergarten classroom.

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Welcome to Miss Kindergarten. I’m so happy you’re here!

If you are looking for hands-on, engaging kindergarten activities, you came to the right place! I’m here to save you time by sharing tried and true kindergarten resources, and hopefully spark some ideas for your own kindergarten lesson plans!

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It’s Only Kindergarten. Do We *Really* Need Homework?

It was pretty darn adorable the first time my Kindergartner showed me her homework. She was happy to sit down like a big kid to complete the ten-minute assignment in her designated black-and-white composition book. And I was thrilled to see her excited about school.

Not so fast.

Since that blissful start, it has taken anywhere from 20 to 90 minutes of refocusing, nagging and pleading to complete homework assignments. If she just sat down and did the darn thing, it would be over in two seconds flat. But it takes time to find the right pencil, sharpen it to precisely the right length, steal an LOL doll from her sister, find a pair of socks that are “less itchy,” use the potty, set up her stuffies so they can do their own homework, beg to play Uno, go to the potty again, ask Alexa to play the “strong girl” song from Encanto , find a safe hiding spot for the stolen LOL doll, lose the pencil in the process and find a new pencil that is sharpened to precisely the right length.

By this point, I am slouched over the kitchen table with my head in my hands wondering how on earth I can get her to finish this one measly assignment without vomiting mom rage all over the place.

You see…I was a model student. I loved school. I loved homework. I loved making my parents and teachers proud. I loved getting As and stars and check-pluses. But I also remember receiving my first homework assignment–in third grade . Yep, my daughter is now getting homework literal years before our generation did.

Back in the early 1900s , homework prioritized memorization and facts . Toward the middle of the century, progressive educators began to value learning experiences, eliminating homework at the elementary level. The pendulum began to swing back to homework drills in the mid-1980s though, as schools started implementing high-stakes testing and Common Core standards.

Today, the general rule is 10 minutes of homework per grade level. So first graders would have 10 minutes of homework, second graders would have 20 minutes, and so on. But kindergarten is often left out of the discussion altogether, with some educators advocating for full-on reading drills and others maintaining it’s simply too early to demand that of children. So, do I need to force my daughter to do work that seems so hard for her (and for me)? 

“A lot of kids don't do parts of their homework because it feels hard for them and they don't know how to express that. They want to look smart in front of their parents, to show off a little and be the experts in something,” said Talia Kovacs , a literacy specialist, former classroom teacher and founder of the Resilient Reader program. Additionally, Kovacs maintains that many parents are stressed about their kids doing their best and kids are stressed about impressing their parents, “and this cycle loops and loops until just picking up your kid from school can leave you with a sense of dread for what's coming.” 

In other words, why am I torturing myself? And perhaps more to the point, is kindergarten homework even necessary?

Monica Burns , an educational technology and curriculum consultant, said instead of answering yes or no to that question, we should instead ask why homework might be assigned. Has the school run out of time to cover the curriculum? Do students need more time to practice a new skill? Are teachers trying to find out if students have mastered a concept?

Compounding the problem is the fact that the choice of whether to assign homework is rarely given to teachers. It is often a district-wide mandate. Because teachers are already overworked and stressed—especially these days—each and every night of homework might not have been thoughtfully assigned. Kovacs said that as a teacher, she would sometimes assign extremely purposeful homework…but if she was pressed for time, she might make a copy of whatever came next in her planning book. “The trouble with this,” Kovacs said, “is that parents aren’t always told which parts of the homework are super important for their kids’ growth and which are just to fill a need.” In short, homework at the younger elementary level is helpful in some cases but tedious in others. 

Her advice? If you’re not sure which assignments are the important ones…ask!

Burns urges teachers to be transparent with parents about the “why” behind homework assignments. And Kovacs said that it might be a good idea to chat with the teacher about which elements of homework are the most impactful so you can focus on those first. For instance, maybe your child really needs to spend more time on writing, but doesn’t need to do every damn math game that’s send home. That’s good intel.

There are a number of strategies for making homework time less onerous, as well. Burns suggested having a dedicated space for homework with pencils, paper and homework supplies within easy reach, or using an app like Brain.fm to play music to signal homework time and improve focus. Susan G. Groner, founder of The Parenting Mentor and author of Parenting with Sanity & Joy , advises parents not to hover while their kids are doing homework. “It’s ‘best practice’ to get your kids into the routine of doing their own work. Your presence communicates that the work has to be done ‘right,’ which isn’t the point of homework,” she said. “The bonus is that while your kids are working, it’s a little break for you.”

Groener and Kovacs even stress that homework at this age *gasp* doesn’t have to be perfect and *double gasp* doesn’t even have to be complete. Groener said that homework often “helps the teacher discern what they need to work on for each individual student, or for the whole class.” If the assignment turns into an endless slog, Kovacs recommends ending the homework session with something your child does well and then letting the teacher know that the rest of the assignment was too hard. 

The experts also reminded me that play has just as many educational opportunities—if not more—than homework. Sometimes just playing in the park may be more valuable than writing each sight word three times in a row. In other words, at this age, it’s probably OK to make your own decisions about which afterschool activities are best for your family, and simply communicate them to your teacher.

Bottom line: You know your kid best. As Kovacs maintains, “Learning to learn takes many forms. And to build resilience, your child needs to feel a sense of love, trust and optimism at home. If homework isn't helping you build that, it isn't helping your child.”

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Home » Tips for Teachers » 7 Research-Based Reasons Why Students Should Not Have Homework: Academic Insights, Opposing Perspectives & Alternatives

7 Research-Based Reasons Why Students Should Not Have Homework: Academic Insights, Opposing Perspectives & Alternatives

In recent years, the question of why students should not have homework has become a topic of intense debate among educators, parents, and students themselves. This discussion stems from a growing body of research that challenges the traditional view of homework as an essential component of academic success. The notion that homework is an integral part of learning is being reevaluated in light of new findings about its effectiveness and impact on students’ overall well-being.

The push against homework is not just about the hours spent on completing assignments; it’s about rethinking the role of education in fostering the well-rounded development of young individuals. Critics argue that homework, particularly in excessive amounts, can lead to negative outcomes such as stress, burnout, and a diminished love for learning. Moreover, it often disproportionately affects students from disadvantaged backgrounds, exacerbating educational inequities. The debate also highlights the importance of allowing children to have enough free time for play, exploration, and family interaction, which are crucial for their social and emotional development.

Checking 13yo’s math homework & I have just one question. I can catch mistakes & help her correct. But what do kids do when their parent isn’t an Algebra teacher? Answer: They get frustrated. Quit. Get a bad grade. Think they aren’t good at math. How is homework fair??? — Jay Wamsted (@JayWamsted) March 24, 2022

As we delve into this discussion, we explore various facets of why reducing or even eliminating homework could be beneficial. We consider the research, weigh the pros and cons, and examine alternative approaches to traditional homework that can enhance learning without overburdening students.

Once you’ve finished this article, you’ll know:

• Insights from Teachers and Education Industry Experts →
• 7 Reasons Why Students Should Not Have Homework →
• Opposing Views on Homework Practices →
• Exploring Alternatives to Homework →

Insights from Teachers and Education Industry Experts: Diverse Perspectives on Homework

In the ongoing conversation about the role and impact of homework in education, the perspectives of those directly involved in the teaching process are invaluable. Teachers and education industry experts bring a wealth of experience and insights from the front lines of learning. Their viewpoints, shaped by years of interaction with students and a deep understanding of educational methodologies, offer a critical lens through which we can evaluate the effectiveness and necessity of homework in our current educational paradigm.

Check out this video featuring Courtney White, a high school language arts teacher who gained widespread attention for her explanation of why she chooses not to assign homework.

Here are the insights and opinions from various experts in the educational field on this topic:

“I teach 1st grade. I had parents ask for homework. I explained that I don’t give homework. Home time is family time. Time to play, cook, explore and spend time together. I do send books home, but there is no requirement or checklist for reading them. Read them, enjoy them, and return them when your child is ready for more. I explained that as a parent myself, I know they are busy—and what a waste of energy it is to sit and force their kids to do work at home—when they could use that time to form relationships and build a loving home. Something kids need more than a few math problems a week.” — Colleen S. , 1st grade teacher

“The lasting educational value of homework at that age is not proven. A kid says the times tables [at school] because he studied the times tables last night. But over a long period of time, a kid who is drilled on the times tables at school, rather than as homework, will also memorize their times tables. We are worried about young children and their social emotional learning. And that has to do with physical activity, it has to do with playing with peers, it has to do with family time. All of those are very important and can be removed by too much homework.” — David Bloomfield , education professor at Brooklyn College and the City University of New York graduate center

“Homework in primary school has an effect of around zero. In high school it’s larger. (…) Which is why we need to get it right. Not why we need to get rid of it. It’s one of those lower hanging fruit that we should be looking in our primary schools to say, ‘Is it really making a difference?’” — John Hattie , professor

”Many kids are working as many hours as their overscheduled parents and it is taking a toll – psychologically and in many other ways too. We see kids getting up hours before school starts just to get their homework done from the night before… While homework may give kids one more responsibility, it ignores the fact that kids do not need to grow up and become adults at ages 10 or 12. With schools cutting recess time or eliminating playgrounds, kids absorb every single stress there is, only on an even higher level. Their brains and bodies need time to be curious, have fun, be creative and just be a kid.” — Pat Wayman, teacher and CEO of HowtoLearn.com

7 Reasons Why Students Should Not Have Homework

Let’s delve into the reasons against assigning homework to students. Examining these arguments offers important perspectives on the wider educational and developmental consequences of homework practices.

1. Elevated Stress and Health Consequences

The ongoing debate about homework often focuses on its educational value, but a vital aspect that cannot be overlooked is the significant stress and health consequences it brings to students. In the context of American life, where approximately 70% of people report moderate or extreme stress due to various factors like mass shootings, healthcare affordability, discrimination, racism, sexual harassment, climate change, presidential elections, and the need to stay informed, the additional burden of homework further exacerbates this stress, particularly among students.

Key findings and statistics reveal a worrying trend:

• Overwhelming Student Stress: A staggering 72% of students report being often or always stressed over schoolwork, with a concerning 82% experiencing physical symptoms due to this stress.
• Serious Health Issues: Symptoms linked to homework stress include sleep deprivation, headaches, exhaustion, weight loss, and stomach problems.
• Sleep Deprivation: Despite the National Sleep Foundation recommending 8.5 to 9.25 hours of sleep for healthy adolescent development, students average just 6.80 hours of sleep on school nights. About 68% of students stated that schoolwork often or always prevented them from getting enough sleep, which is critical for their physical and mental health.
• Turning to Unhealthy Coping Mechanisms: Alarmingly, the pressure from excessive homework has led some students to turn to alcohol and drugs as a way to cope with stress.

This data paints a concerning picture. Students, already navigating a world filled with various stressors, find themselves further burdened by homework demands. The direct correlation between excessive homework and health issues indicates a need for reevaluation. The goal should be to ensure that homework if assigned, adds value to students’ learning experiences without compromising their health and well-being.

By addressing the issue of homework-related stress and health consequences, we can take a significant step toward creating a more nurturing and effective educational environment. This environment would not only prioritize academic achievement but also the overall well-being and happiness of students, preparing them for a balanced and healthy life both inside and outside the classroom.

2. Inequitable Impact and Socioeconomic Disparities

In the discourse surrounding educational equity, homework emerges as a factor exacerbating socioeconomic disparities, particularly affecting students from lower-income families and those with less supportive home environments. While homework is often justified as a means to raise academic standards and promote equity, its real-world impact tells a different story.

The inequitable burden of homework becomes starkly evident when considering the resources required to complete it, especially in the digital age. Homework today often necessitates a computer and internet access – resources not readily available to all students. This digital divide significantly disadvantages students from lower-income backgrounds, deepening the chasm between them and their more affluent peers.

Key points highlighting the disparities:

• Digital Inequity: Many students lack access to necessary technology for homework, with low-income families disproportionately affected.
• Impact of COVID-19: The pandemic exacerbated these disparities as education shifted online, revealing the extent of the digital divide.
• Educational Outcomes Tied to Income: A critical indicator of college success is linked more to family income levels than to rigorous academic preparation. Research indicates that while 77% of students from high-income families graduate from highly competitive colleges, only 9% from low-income families achieve the same . This disparity suggests that the pressure of heavy homework loads, rather than leveling the playing field, may actually hinder the chances of success for less affluent students.

Moreover, the approach to homework varies significantly across different types of schools. While some rigorous private and preparatory schools in both marginalized and affluent communities assign extreme levels of homework, many progressive schools focusing on holistic learning and self-actualization opt for no homework, yet achieve similar levels of college and career success. This contrast raises questions about the efficacy and necessity of heavy homework loads in achieving educational outcomes.

The issue of homework and its inequitable impact is not just an academic concern; it is a reflection of broader societal inequalities. By continuing practices that disproportionately burden students from less privileged backgrounds, the educational system inadvertently perpetuates the very disparities it seeks to overcome.

3. Negative Impact on Family Dynamics

Homework, a staple of the educational system, is often perceived as a necessary tool for academic reinforcement. However, its impact extends beyond the realm of academics, significantly affecting family dynamics. The negative repercussions of homework on the home environment have become increasingly evident, revealing a troubling pattern that can lead to conflict, mental health issues, and domestic friction.

A study conducted in 2015 involving 1,100 parents sheds light on the strain homework places on family relationships. The findings are telling:

• Increased Likelihood of Conflicts: Families where parents did not have a college degree were 200% more likely to experience fights over homework.
• Misinterpretations and Misunderstandings: Parents often misinterpret their children’s difficulties with homework as a lack of attention in school, leading to feelings of frustration and mistrust on both sides.
• Discriminatory Impact: The research concluded that the current approach to homework disproportionately affects children whose parents have lower educational backgrounds, speak English as a second language, or belong to lower-income groups.

The issue is not confined to specific demographics but is a widespread concern. Samantha Hulsman, a teacher featured in Education Week Teacher , shared her personal experience with the toll that homework can take on family time. She observed that a seemingly simple 30-minute assignment could escalate into a three-hour ordeal, causing stress and strife between parents and children. Hulsman’s insights challenge the traditional mindset about homework, highlighting a shift towards the need for skills such as collaboration and problem-solving over rote memorization of facts.

The need of the hour is to reassess the role and amount of homework assigned to students. It’s imperative to find a balance that facilitates learning and growth without compromising the well-being of the family unit. Such a reassessment would not only aid in reducing domestic conflicts but also contribute to a more supportive and nurturing environment for children’s overall development.

4. Consumption of Free Time

In recent years, a growing chorus of voices has raised concerns about the excessive burden of homework on students, emphasizing how it consumes their free time and impedes their overall well-being. The issue is not just the quantity of homework, but its encroachment on time that could be used for personal growth, relaxation, and family bonding.

Authors Sara Bennett and Nancy Kalish , in their book “The Case Against Homework,” offer an insightful window into the lives of families grappling with the demands of excessive homework. They share stories from numerous interviews conducted in the mid-2000s, highlighting the universal struggle faced by families across different demographics. A poignant account from a parent in Menlo Park, California, describes nightly sessions extending until 11 p.m., filled with stress and frustration, leading to a soured attitude towards school in both the child and the parent. This narrative is not isolated, as about one-third of the families interviewed expressed feeling crushed by the overwhelming workload.

Key points of concern:

• Excessive Time Commitment: Students, on average, spend over 6 hours in school each day, and homework adds significantly to this time, leaving little room for other activities.
• Impact on Extracurricular Activities: Homework infringes upon time for sports, music, art, and other enriching experiences, which are as crucial as academic courses.
• Stifling Creativity and Self-Discovery: The constant pressure of homework limits opportunities for students to explore their interests and learn new skills independently.

The National Education Association (NEA) and the National PTA (NPTA) recommend a “10 minutes of homework per grade level” standard, suggesting a more balanced approach. However, the reality often far exceeds this guideline, particularly for older students. The impact of this overreach is profound, affecting not just academic performance but also students’ attitudes toward school, their self-confidence, social skills, and overall quality of life.

Furthermore, the intense homework routine’s effectiveness is doubtful, as it can overwhelm students and detract from the joy of learning. Effective learning builds on prior knowledge in an engaging way, but excessive homework in a home setting may be irrelevant and uninteresting. The key challenge is balancing homework to enhance learning without overburdening students, allowing time for holistic growth and activities beyond academics. It’s crucial to reassess homework policies to support well-rounded development.

5. Challenges for Students with Learning Disabilities

Homework, a standard educational tool, poses unique challenges for students with learning disabilities, often leading to a frustrating and disheartening experience. These challenges go beyond the typical struggles faced by most students and can significantly impede their educational progress and emotional well-being.

Child psychologist Kenneth Barish’s insights in Psychology Today shed light on the complex relationship between homework and students with learning disabilities:

• Homework as a Painful Endeavor: For students with learning disabilities, completing homework can be likened to “running with a sprained ankle.” It’s a task that, while doable, is fraught with difficulty and discomfort.
• Misconceptions about Laziness: Often, children who struggle with homework are perceived as lazy. However, Barish emphasizes that these students are more likely to be frustrated, discouraged, or anxious rather than unmotivated.
• Limited Improvement in School Performance: The battles over homework rarely translate into significant improvement in school for these children, challenging the conventional notion of homework as universally beneficial.

These points highlight the need for a tailored approach to homework for students with learning disabilities. It’s crucial to recognize that the traditional homework model may not be the most effective or appropriate method for facilitating their learning. Instead, alternative strategies that accommodate their unique needs and learning styles should be considered.

In conclusion, the conventional homework paradigm needs reevaluation, particularly concerning students with learning disabilities. By understanding and addressing their unique challenges, educators can create a more inclusive and supportive educational environment. This approach not only aids in their academic growth but also nurtures their confidence and overall development, ensuring that they receive an equitable and empathetic educational experience.

6. Critique of Underlying Assumptions about Learning

The longstanding belief in the educational sphere that more homework automatically translates to more learning is increasingly being challenged. Critics argue that this assumption is not only flawed but also unsupported by solid evidence, questioning the efficacy of homework as an effective learning tool.

Alfie Kohn , a prominent critic of homework, aptly compares students to vending machines in this context, suggesting that the expectation of inserting an assignment and automatically getting out of learning is misguided. Kohn goes further, labeling homework as the “greatest single extinguisher of children’s curiosity.” This critique highlights a fundamental issue: the potential of homework to stifle the natural inquisitiveness and love for learning in children.

The lack of concrete evidence supporting the effectiveness of homework is evident in various studies:

• Marginal Effectiveness of Homework: A study involving 28,051 high school seniors found that the effectiveness of homework was marginal, and in some cases, it was counterproductive, leading to more academic problems than solutions.
• No Correlation with Academic Achievement: Research in “ National Differences, Global Similarities ” showed no correlation between homework and academic achievement in elementary students, and any positive correlation in middle or high school diminished with increasing homework loads.
• Increased Academic Pressure: The Teachers College Record published findings that homework adds to academic pressure and societal stress, exacerbating performance gaps between students from different socioeconomic backgrounds.

These findings bring to light several critical points:

• Quality Over Quantity: According to a recent article in Monitor on Psychology , experts concur that the quality of homework assignments, along with the quality of instruction, student motivation, and inherent ability, is more crucial for academic success than the quantity of homework.
• Counterproductive Nature of Excessive Homework: Excessive homework can lead to more academic challenges, particularly for students already facing pressures from other aspects of their lives.
• Societal Stress and Performance Gaps: Homework can intensify societal stress and widen the academic performance divide.

The emerging consensus from these studies suggests that the traditional approach to homework needs rethinking. Rather than focusing on the quantity of assignments, educators should consider the quality and relevance of homework, ensuring it truly contributes to learning and development. This reassessment is crucial for fostering an educational environment that nurtures curiosity and a love for learning, rather than extinguishing it.

7. Issues with Homework Enforcement, Reliability, and Temptation to Cheat

In the academic realm, the enforcement of homework is a subject of ongoing debate, primarily due to its implications on student integrity and the true value of assignments. The challenges associated with homework enforcement often lead to unintended yet significant issues, such as cheating, copying, and a general undermining of educational values.

Key points highlighting enforcement challenges:

• Difficulty in Enforcing Completion: Ensuring that students complete their homework can be a complex task, and not completing homework does not always correlate with poor grades.
• Reliability of Homework Practice: The reliability of homework as a practice tool is undermined when students, either out of desperation or lack of understanding, choose shortcuts over genuine learning. This approach can lead to the opposite of the intended effect, especially when assignments are not well-aligned with the students’ learning levels or interests.
• Temptation to Cheat: The issue of cheating is particularly troubling. According to a report by The Chronicle of Higher Education , under the pressure of at-home assignments, many students turn to copying others’ work, plagiarizing, or using creative technological “hacks.” This tendency not only questions the integrity of the learning process but also reflects the extreme stress that homework can induce.
• Parental Involvement in Completion: As noted in The American Journal of Family Therapy , this raises concerns about the authenticity of the work submitted. When parents complete assignments for their children, it not only deprives the students of the opportunity to learn but also distorts the purpose of homework as a learning aid.

In conclusion, the challenges of homework enforcement present a complex problem that requires careful consideration. The focus should shift towards creating meaningful, manageable, and quality-driven assignments that encourage genuine learning and integrity, rather than overwhelming students and prompting counterproductive behaviors.

Addressing Opposing Views on Homework Practices

While opinions on homework policies are diverse, understanding different viewpoints is crucial. In the following sections, we will examine common arguments supporting homework assignments, along with counterarguments that offer alternative perspectives on this educational practice.

1. Improvement of Academic Performance

Homework is commonly perceived as a means to enhance academic performance, with the belief that it directly contributes to better grades and test scores. This view posits that through homework, students reinforce what they learn in class, leading to improved understanding and retention, which ultimately translates into higher academic achievement.

However, the question of why students should not have homework becomes pertinent when considering the complex relationship between homework and academic performance. Studies have indicated that excessive homework doesn’t necessarily equate to higher grades or test scores. Instead, too much homework can backfire, leading to stress and fatigue that adversely affect a student’s performance. Reuters highlights an intriguing correlation suggesting that physical activity may be more conducive to academic success than additional homework, underscoring the importance of a holistic approach to education that prioritizes both physical and mental well-being for enhanced academic outcomes.

2. Reinforcement of Learning

Homework is traditionally viewed as a tool to reinforce classroom learning, enabling students to practice and retain material. However, research suggests its effectiveness is ambiguous. In instances where homework is well-aligned with students’ abilities and classroom teachings, it can indeed be beneficial. Particularly for younger students , excessive homework can cause burnout and a loss of interest in learning, counteracting its intended purpose.

Furthermore, when homework surpasses a student’s capability, it may induce frustration and confusion rather than aid in learning. This challenges the notion that more homework invariably leads to better understanding and retention of educational content.

3. Development of Time Management Skills

Homework is often considered a crucial tool in helping students develop important life skills such as time management and organization. The idea is that by regularly completing assignments, students learn to allocate their time efficiently and organize their tasks effectively, skills that are invaluable in both academic and personal life.

However, the impact of homework on developing these skills is not always positive. For younger students, especially, an overwhelming amount of homework can be more of a hindrance than a help. Instead of fostering time management and organizational skills, an excessive workload often leads to stress and anxiety . These negative effects can impede the learning process and make it difficult for students to manage their time and tasks effectively, contradicting the original purpose of homework.

4. Preparation for Future Academic Challenges

Homework is often touted as a preparatory tool for future academic challenges that students will encounter in higher education and their professional lives. The argument is that by tackling homework, students build a foundation of knowledge and skills necessary for success in more advanced studies and in the workforce, fostering a sense of readiness and confidence.

Contrarily, an excessive homework load, especially from a young age, can have the opposite effect . It can instill a negative attitude towards education, dampening students’ enthusiasm and willingness to embrace future academic challenges. Overburdening students with homework risks disengagement and loss of interest, thereby defeating the purpose of preparing them for future challenges. Striking a balance in the amount and complexity of homework is crucial to maintaining student engagement and fostering a positive attitude towards ongoing learning.

5. Parental Involvement in Education

Homework often acts as a vital link connecting parents to their child’s educational journey, offering insights into the school’s curriculum and their child’s learning process. This involvement is key in fostering a supportive home environment and encouraging a collaborative relationship between parents and the school. When parents understand and engage with what their children are learning, it can significantly enhance the educational experience for the child.

However, the line between involvement and over-involvement is thin. When parents excessively intervene by completing their child’s homework,  it can have adverse effects . Such actions not only diminish the educational value of homework but also rob children of the opportunity to develop problem-solving skills and independence. This over-involvement, coupled with disparities in parental ability to assist due to variations in time, knowledge, or resources, may lead to unequal educational outcomes, underlining the importance of a balanced approach to parental participation in homework.

Exploring Alternatives to Homework and Finding a Middle Ground

In the ongoing debate about the role of homework in education, it’s essential to consider viable alternatives and strategies to minimize its burden. While completely eliminating homework may not be feasible for all educators, there are several effective methods to reduce its impact and offer more engaging, student-friendly approaches to learning.

Alternatives to Traditional Homework

• Project-Based Learning: This method focuses on hands-on, long-term projects where students explore real-world problems. It encourages creativity, critical thinking, and collaborative skills, offering a more engaging and practical learning experience than traditional homework. For creative ideas on school projects, especially related to the solar system, be sure to explore our dedicated article on solar system projects .
• Flipped Classrooms: Here, students are introduced to new content through videos or reading materials at home and then use class time for interactive activities. This approach allows for more personalized and active learning during school hours.
• Reading for Pleasure: Encouraging students to read books of their choice can foster a love for reading and improve literacy skills without the pressure of traditional homework assignments. This approach is exemplified by Marion County, Florida , where public schools implemented a no-homework policy for elementary students. Instead, they are encouraged to read nightly for 20 minutes . Superintendent Heidi Maier’s decision was influenced by research showing that while homework offers minimal benefit to young students, regular reading significantly boosts their learning. For book recommendations tailored to middle school students, take a look at our specially curated article .

Ideas for Minimizing Homework

• Limiting Homework Quantity: Adhering to guidelines like the “ 10-minute rule ” (10 minutes of homework per grade level per night) can help ensure that homework does not become overwhelming.
• Quality Over Quantity: Focus on assigning meaningful homework that is directly relevant to what is being taught in class, ensuring it adds value to students’ learning.
• Homework Menus: Offering students a choice of assignments can cater to diverse learning styles and interests, making homework more engaging and personalized.
• Integrating Technology: Utilizing educational apps and online platforms can make homework more interactive and enjoyable, while also providing immediate feedback to students. To gain deeper insights into the role of technology in learning environments, explore our articles discussing the benefits of incorporating technology in classrooms and a comprehensive list of educational VR apps . These resources will provide you with valuable information on how technology can enhance the educational experience.

For teachers who are not ready to fully eliminate homework, these strategies offer a compromise, ensuring that homework supports rather than hinders student learning. By focusing on quality, relevance, and student engagement, educators can transform homework from a chore into a meaningful component of education that genuinely contributes to students’ academic growth and personal development. In this way, we can move towards a more balanced and student-centric approach to learning, both in and out of the classroom.

Useful Resources

• Is homework a good idea or not? by BBC
• The Great Homework Debate: What’s Getting Lost in the Hype
• Alternative Homework Ideas

The evidence and arguments presented in the discussion of why students should not have homework call for a significant shift in homework practices. It’s time for educators and policymakers to rethink and reformulate homework strategies, focusing on enhancing the quality, relevance, and balance of assignments. By doing so, we can create a more equitable, effective, and student-friendly educational environment that fosters learning, well-being, and holistic development.

• “Here’s what an education expert says about that viral ‘no-homework’ policy”, Insider
• “John Hattie on BBC Radio 4: Homework in primary school has an effect of zero”, Visible Learning
• HowtoLearn.com
• “Time Spent On Homework Statistics [Fresh Research]”, Gitnux
• “Stress in America”, American Psychological Association (APA)
• “Homework hurts high-achieving students, study says”, The Washington Post
• “National Sleep Foundation’s updated sleep duration recommendations: final report”, National Library of Medicine
• “A multi-method exploratory study of stress, coping, and substance use among high school youth in private schools”, Frontiers
• “The Digital Revolution is Leaving Poorer Kids Behind”, Statista
• “The digital divide has left millions of school kids behind”, CNET
• “The Digital Divide: What It Is, and What’s Being Done to Close It”, Investopedia
• “COVID-19 exposed the digital divide. Here’s how we can close it”, World Economic Forum
• “PBS NewsHour: Biggest Predictor of College Success is Family Income”, America’s Promise Alliance
• “Homework and Family Stress: With Consideration of Parents’ Self Confidence, Educational Level, and Cultural Background”, Taylor & Francis Online
• “What Do You Mean My Kid Doesn’t Have Homework?”, EducationWeek
• “Excerpt From The Case Against Homework”, Penguin Random House Canada
• “How much homework is too much?”, neaToday
• “The Nation’s Report Card: A First Look: 2013 Mathematics and Reading”, National Center for Education Statistics
• “Battles Over Homework: Advice For Parents”, Psychology Today
• “How Homework Is Destroying Teens’ Health”, The Lion’s Roar
• “ Breaking the Homework Habit”, Education World
• “Testing a model of school learning: Direct and indirect effects on academic achievement”, ScienceDirect
• “National Differences, Global Similarities: World Culture and the Future of Schooling”, Stanford University Press
• “When school goes home: Some problems in the organization of homework”, APA PsycNet
• “Is homework a necessary evil?”, APA PsycNet
• “Epidemic of copying homework catalyzed by technology”, Redwood Bark
• “High-Tech Cheating Abounds, and Professors Bear Some Blame”, The Chronicle of Higher Education
• “Homework and Family Stress: With Consideration of Parents’ Self Confidence, Educational Level, and Cultural Background”, ResearchGate
• “Kids who get moving may also get better grades”, Reuters
• “Does Homework Improve Academic Achievement? A Synthesis of Research, 1987–2003”, SageJournals
• “Is it time to get rid of homework?”, USAToday
• “Stanford research shows pitfalls of homework”, Stanford
• “Florida school district bans homework, replaces it with daily reading”, USAToday
• “Encouraging Students to Read: Tips for High School Teachers”, wgu.edu
• Recent Posts

Simona Johnes is the visionary being the creation of our project. Johnes spent much of her career in the classroom working with students. And, after many years in the classroom, Johnes became a principal.

• Exploring the Evidence: 7 Comprehensive Reasons Why School Should Start Later for Enhanced Student Well-being and Academic Success - February 15, 2024
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Parent: No, my kindergartner won’t be doing that homework assignment

Kindergarten, as anyone paying attention knows, is not what it used to be. I’ve published a number of posts about just how academic it has become, with kids asked to sit in their seats and do academic work often with little or no recess or physical education, and with works loads that used to be in later grades. That includes daily homework, which researchers say has no value in elementary school (other than to read). In this post, a parent explains why she doesn’t want her kindergartner doing it. She is Cara Paiuk, a freelance writer whose articles have appeared in The Washington Post , the New York Times , and other publications. She is also an entrepreneur, photographer, and the mother of “a gaggle of ragamuffin redheads.” You can follow her on Twitter @carapaiuk. This appeared on Role Reboot , and I am publishing it with Paiuk’s permission.

 [ Kindergarten the new first grade? It’s actually worse th an that. ]

By Cara Paiuk

I embrace the role I have to play in my children’s education through reading, playing, and modeling good behavior. But I also embrace my role in setting boundaries for our children, our family, and myself.

I received an email recently from my son’s kindergarten teacher regarding a new bi-monthly project that was presented as “an additional opportunity for your child to have ‘homework’ and the responsibilities that come along with it.” It sounds like a great project, yet I want to cry.

I am already overwhelmed enough as it is, and so is he.

Some nights I think his brain is at maximum capacity (I know mine is), and he dozes off by 6 p.m . Other nights, he arrives home overtired and irritable, and I inevitably have to send him to his room for a timeout. It breaks my heart when I walk in 10 minutes later and see him passed out with all his clothes on, knowing that he went to bed upset (and without brushing his teeth!).

And yet other nights he is a ball of lightning wildly unleashing the emotions and physicality pent up at school. Throw in his easily excitable 2 ½-year-old twin sisters, and you can’t even imagine the evening chaos in our house. When our son gets home, my husband and I are still nursing our wounds from our busy work day while our twin girls have just woken up from their nap and are themselves either miserably cranky or overflowing with energy. Either way, these two toddlers have an inexhaustible need for attention and stimulation, and whenever I am not feeding them a snack then I find myself cleaning one up. Whatever fragile balance we may have achieved is shattered when our son comes in from school like a cue ball.

The results are lively to say the least, and often quite lovely. When I see everyone play nicely and care for one another I feel like I must be doing something right. I treasure those rare moments of tranquility. But more often than not we face fights, tantrums, whining, messes, potty talk, insolence, jealousy, and ingratitude. We are challenged to get everyone to sit down at the table at the same time to eat the same thing, to put on PJs without drama, to go to bed on time, and anything else that requires unanimous collaboration from three free-spirited and stubborn children. So, basically everything.

We struggle to meet our children’s basic needs, much less partake in “enriching” activities. As things stand now I don’t get enough quality one-on-one time with my son, in part because he sleeps more than his sisters. Even as I try to cuddle him as he falls asleep I oftentimes hear the girls wail for snuggles in the other room. It tears me apart, but I can only do so much with this impossible juggling act.

I just can’t imagine prioritizing homework with my 5-year-old son when I feel it’s more important we spend time together as a family, nurture our children, or let the kids play together.

I am not an early childhood education expert, but it seems to me that social skills and emotional intelligence are the most critical things to teach. I see my children absorb valuable lessons from interacting that they would never learn from me alone: sharing, conflict resolution, leadership (our son teaches his sisters yoga), teamwork, praising others, and more. As a parent of multiple children, sibling bonding is one of my highest priorities. At the very least, higher than kindergarten homework.

Let’s face it, at my son’s age, homework is not really for the children, it is for the parents. Been there, done that, got the diploma.

I would rather my kids bring homework home when they are mature enough to (mostly) do it themselves. I am more than happy to help my children with their homework, help being the operative word. If there is a point to homework in elementary school, it should be to help kids with discipline, not to learn new concepts or otherwise require parental supervision or intervention. After a full day of school for the kids and work for the parents, homework seems like an unnecessary and avoidable source of friction.

I politely declined the homework project, and thankfully my son’s kindergarten teacher graciously accepted that. I embrace the role I have to play in my children’s education through reading, playing, and modeling good behavior. But I also embrace my role in setting boundaries for our children, our family, and myself.

I can’t imagine I am the only parent who feels burdened by a young child’s homework. I truly wonder how other parents with more complicated situations (e.g. single parents, families with many kids, special needs children) manage.

So I say: Let the teachers teach at school and the parents parent at home. The home is for family time or down time or play time or even meltdown time. But it should not be homework time. Not yet.

[ A very scary headline about kindergartners ]

All Work and No Play in Kindergarten

How intense school demands and parental pressure are crushing our kids..

Posted May 27, 2021 | Reviewed by Lybi Ma

• Kindergarten classrooms are becoming increasingly academic. And anxiety is rising among young kids.
• Young learners are asked to meet demands that, for some, outstrip their abilities.
• Free play gives kids the chance to develop independence, flexible-thinking, and resilience; all are needed to manage stress.

I have a secret to share.

I keep my nine-year-old son home from school every Monday to play outside and take karate.

Marty’s wonderful teacher supports his weekly mental health day. I need one too.

For a while I thought it was just me, stressed out over the need to constantly “keep up.” I live on the Upper East Side of Manhattan, an area with affluence, top-performing schools, sky-high academic demands and intense parental pressure.

As a former war reporter, going out on patrol with U.S. forces in Iraq or Afghanistan is nothing compared to the stress of raising a child here! But a mom in Portland, Maine and another in Colorado Springs said they feel the same way. I wonder how many of us are out there.

What’s the rush?

When I think about my son’s school experience from nursery school to third grade, I feel breathless.

In pre-K, there was “writer’s workshop.” My little, four-year-old guy could hardly hold a pencil.

In kindergarten, Marty learned to read, write sentences and do simple math.

In first grade, he wrote a non-fiction book on eagles that actually included the word accipiter (Yes, I had to look it up).

In second grade the teachers said Marty was behind in writing. We hired a tutor. It helped. Kind of.

I didn’t get why he didn’t pick up how to write. I write. What’s wrong with him?

It turns out, there was something wrong with me. I’m not the only one making this mistake.

Are kids really behind in kindergarten?

When Giovanna’s daughter “Avery” started kindergarten last September in a private school in Portland Maine, the five-year-old didn’t read. Giovanna bought early-reading books and tried to nudge her along.

“Do you want to read this book?” she asked. “No,” Avery said. Giovanna got flash cards and became her daughter’s tutor because, “I felt like my kid was behind.”

Daniel Friedrich, Associate Professor of Curriculum at Columbia University’s Teachers College, says “no kid is behind in kindergarten.” The problem isn’t the kids. The curriculum changed.

No Child Left Behind, the 2001 landmark education act that tied federal funding to test scores, changed the classroom experience. Test results became the measurement of a school’s success.

Common Core, an education initiative introduced in 2010, set academic standards that outline what a student should know each year. (Forty-one states adhere.)

In Dr. Friedrich’s opinion, benchmarks are a great idea. But in reality, kids mature differently.

Friedrich says, prepping kids for the test has become the focus and kindergarten got serious.

Kindergarten is the new first grade and some kids aren’t ready

“Kindergarten is the new first grade, and I can say that because I was a first-grade teacher,” said Michelle Brown. She’s been teaching kindergarten for the last 10 years at Consolidated Elementary School in New Fairfield, Connecticut.

Kindergarten classrooms across the country have changed. Researchers of this 2016 paper concluded that “kindergarten today is characterized by a heightened focus on academic skills and a reduction in opportunities for play.”

In 2010, Ms. Brown’s students spent 1 hour and 40 minutes learning academics and over 2 hours playing. In 2021, there are 4 hours of academics. Recess is the only unstructured playtime (25 minutes).

In the past, Ms. Brown says kids in her class “had time to collaborate, to problem-solve.” Today, her class is packed with word work, reading, writing and math lessons.

“The expectations are so much higher.” She said. And many kids are not ready.

Kindergarten was a “shock”

Heather, a mom in Colorado was shocked and “overwhelmed” when her daughter “Liza” started kindergarten in Canyon City

The five-year-old struggled from the get-go with sight words and math.

Liza didn’t go to a pre-school that taught early academics. “We let her down. We didn't prepare her.” Heather said.

Because of COVID, the family moved three times and ended up in Colorado Springs where Liza, now in 1st grade, struggles with an hour of homework each night. She has math and spelling worksheets and prep for a quiz every Friday.

I remember my own son’s kindergarten experience. He was so fatigued in the afternoons that I picked him up early for two months.

“Is he keeping up with reading?” I asked his teacher. Some of the kids went to Kumon, a local academic “enrichment” center. “Should I send him?” I asked.

“No,” she said. “Kumon doesn’t teach what Marty needs.” She wanted him to play more.

But I couldn’t escape the feeling that Marty should do more, know more.

On your marks. Get set. Go!

Peter Gray, an evolutionary child psychologist at Boston College who focuses on the importance of play, thinks teaching academics in kindergarten is “absolutely crazy.” He thinks it’s nuts to “measure education” and he says too many people think education is “a race.”

Many moms in my neighborhood are in it to win it.

Some drop their kids off at P.S. 6, a local, highly-regarded public elementary school, and look so casual in yoga pants and sneakers.

But there is nothing laid-back about their expectations.

Two moms talked about getting reading help for their kindergarteners.

“Did the teachers say there was a problem?” I asked.

“No.” The moms wanted their kids to "build confidence " and "keep up."

“Why not encourage that desire to open up the doors to reading?” one of them said. After all, the school is teaching reading, so shouldn’t kids master the skill?

Pressure to excel

School psychologist Rebecca Comizio works at a New Canaan Country School, a private school in suburban Connecticut for kids ages 3 to grade 9. She sees many sources of pressure around achievement and stressed out kids. She said hiring tutors for children who are grade level is “a terrible message to send. Kids get the sense they aren’t capable or doing enough."

“We set them up to be very anxious,” she said.

Dr. Suniya Luthar’s 2004 study, The High Price of Affluence , found that teens attending top-performing schools were at risk for mental health disorders like anxiety , due to excessive pressure to excel.

Does this pressure start in kindergarten?

Kindergarten teacher Michelle Brown said that parents “want to know what the standards and benchmarks are, so their child can meet and exceed all of them.”

I’m tired just thinking about it.

One mom with kids at one of the most competitive private schools on the Upper East Side of Manhattan said, “The kids are a mess.”

“They worry. These very bright kids feel they are not enough.” She told me her son “felt this in kindergarten” because he didn’t read right away and “felt badly about it.”

Our kids are crying out for help and we aren’t listening

Rachel Henes, a social worker and consultant who works with kids and administrators in New York City’s independent schools says, “We’ve lost our way.”

“How do you know?” I asked.

“Kid after kid talks about how stressed they are.”

Michelle Brown says the shift toward academics in her classroom does more harm than good. “We've never had more anxiety than we have now.” She’s seen an increasing number of kids in her class rocking. “They're tapping. There is more explosive behavior. I'm seeing a lot of hair twirling, and biting their nails.”

Dr. Rachel Busman, the Director of the Anxiety Disorders Center at Child Mind Institute, treats school-age kids with anxiety and describes an environment of pressure around achievement that “does our kids an enormous disservice.” Dr. Busman believes the pressure is coming from parents who think, “I’ve got to get my kid into Harvard.”

I’m stressed out reading my own story. It makes me want to pack up, grab my son and run.

One solution: let them play

But maybe escaping isn’t the answer. Perhaps I can choose to parent differently.

Free play is one answer. This 2018 report by the American Academy of Pediatrics called The Power of Play found “play is not frivolous: it enhances brain structure and function and promotes executive function .”

Dr. Gray thinks nothing is more important for a child’s development than free play. “Play is how children acquire the confidence that they can meet the stresses in the world.”

Kids learn to manage their emotions and solve their own problems. They develop social skills, resilience , and empathy.

And it’s those skills, not early academic success or whether a child reads Harry Potter in first grade, that best indicate future wellness, according to this 2015 study .

A course correction

I have something else I want to share.

I was a completely unremarkable child. I didn’t read early. Writing doesn’t come easily.

I am a late bloomer in every area.

Yet, I still wanted my son to write a novella in early elementary school.

I am course-correcting now.

I just got a notice about a local day camp that is offering to tutor this summer, pulling kids from their playtime, to help them with reading and math.

I’m not sending Marty to that camp. He will play this summer. And if he is behind in his academics when school starts in September, the teacher can wait.

Kids are under increasing academic and parental pressure in elementary school. They need more time to play to develop the resilience needed to manage stress. “Through play, kids try new things.” Professor Friedrich said. They learn to fail and bounce back from adversity, without the pressure of being “graded on success.”

3 tips to help school-age children

1. Get kids the help they need before there is a crisis

Dr. Busman urges parents to get help sooner rather than later if a child appears anxious. Anxiety is highly treatable and telehealth works. Parents can connect to school mental health professionals as a first step.

2. Send kids the message: “You’ve got this.”

School psychologist Rebecca Comizio believes independence is key to building confidence and resilience. Parents should look for areas to pull back, like asking kids to make their own beds and do simple household chores.

3. Forget the future and focus on the present.

Social worker Rachel Henes believes if parents are less anxious and focus more on being present, their kids will feel better. Kids shouldn’t feel their self-worth is contingent upon an outcome. She suggests telling a child “I’m so happy to see you” at the end of the day, instead of asking about a specific school lesson or test result.

Becky Diamond is an award-winning journalist, educator, and speaker. Her search for the story has taken her around the world to war zones in Iraq and Afghanistan.

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Creative Kindergarten

Home » Easy Prep Homework For Kindergarten

Easy Prep Homework For Kindergarten

Homework in Kindergarten: is it a good idea and how you should do it to make it valuable to your students and their families? Take a look at this monthly homework  for kindergarten printable and editable calendars .

Giving homework in kindergarten can be hard. You need parental involvement, and it can be difficult for some families to find time to complete it. One of my co-workers wanted a monthly calendar that students could do with their families. I created these editable monthly homework challenges so that families can complete the activities on their own time. They won’t need a lot of materials, and they can easily be done in a few minutes.

Keep reading to see what these are all about !

Homework for Kindergarten Printable Calendars

There are 16 challenges to complete every month. Some of them involve writing, some of the activities are hands-on. There is a mix of literacy, math and science challenges.  You only print and send home 1 page per month, no more worrying about photocopying a whole packet for each student.

They are editable!

I have made them editable so that you can change up the challenges to match up with what you are teaching that month. It is editable in PowerPoint, and all you have to do is type in the activity you want your students to complete.

Most asked questions:

Is this mandatory homework for your students? No. We don’t enforce homework for our students, if parents want something to work on at home, they can do these activities. I don’t believe in punishing kindergarten students for not doing their homework – that’s something out of their control.

What do you do when students bring back the completed homework calendar? We celebrate! We highlight their work to the rest of the class, I put a sticker on it and write an encouraging note and send it back home.

Try It Free

I am offering the Summer Challenges page as a FREEBIE! Send it home to families at the end of the year so that students can keep practicing skills that they learned over the summer months.

There is an editable version of this page included in the  paid product . If you would like to change out the activities to match the needs of your students, you can adapt it to fit your needs.

Find this free download in my  Resource Library !

Get students reading too

Encouraging students to read at home with their families is also very important. I have always sent home some leveled readers with students, on top of these calendars. Read about how I use Reading Log bookmarks to support home reading.

Want to try it out with your class? You can get it in my store now:

Do you assign homework in kindergarten? Let me know in the comments!

Want more daily inspiration for your classroom? Make sure you are following me here, on Facebook and on Instagram !

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10 comments

Do you have these available in Spanish also? I send my homework home in both English and Spanish.

I do not, but they are editable so you can change the activities to Spanish if you would like to use it!

I love this idea and I do want to try it in my classroom. I’m just curious on how you track it to see if they have been doing the things on the calendar. Honor system? Not much parent involvement in my school area. Just seeing how to get my parents and the student show me what they have done the work at home.

I don’t check to make sure all students do it. We do not have mandatory homework in kindergarten, so this is just for families that need ideas for home.

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I used these and they were amazing. Parents who wanted more homework liked the challenge. Thanks.

That’s amazing! Thank you for sharing!

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How to Help Kindergarteners Do Homework Without Tears

Inside: New students have a hard time working on homework. Kindergarteners especially have no desire to sit still and often refuse to do their homework. But there are tips and tricks to help new Kindergarteners do homework without complaining or without tears.

Congrats! You’ve survived the huge parenting milestone of sending your child off to Kindergarten!

But now there’s a new challenge for parents: homework.

Some Kindergarteners come home with no homework ever, some start it a month or two into school, and some schools start to send home homework Day 1.

There’s a huge debate over the purpose and benefits of homework in general and many, many parents are frustrated homework starts in Kindergarten.

Related: Here’s What You Need to Know About Homework and Why Teachers Assign It 

But if homework is being assigned to our youngest learners-and it is being assigned in the majority of our schools- we need ideas to help our Kindergarteners do homework without complaints and without tears. 

Because while a few kiddos might be excited to do homework because it makes them feel like a big kid, many kids balk at the idea of sitting down to do more work after their hours at school.

Our Kindergarten kids may fight us every step of the way to complete their homework, mostly because they’re absolutely exhausted . They are mentally and physically drained.

These new students have been told what to do all day.

They have probably had to sit still on a tiny rung spot with their legs folded under them way longer than they’ve ever had to.

They have to actually work. And think. And answer tough questions.

They have to memorize a long list of Kindergarten sight words. 

And now we expect them to do more work at home? More thinking? More sitting?

Of course they’re going to complain or flat out refuse or revert to tears and a tantrum.

But there are ways to help ease them into this new transition of coming home from school and helping kindergarteners do homework.

General Homework Tips To Help All Students:

Before we get into Kindergarten specific tips, there are several things you can do to help set your student up for homework success for years to come .

The first and most important is to create an afternoon schedule and routine and be consistent with it.

My kids know they come home, hang up their backpacks and empty them, wash their hands, get a snack, and start their homework.

Because if it’s something that happens every day, my kids know what to expect. They know it’s coming.

You will set yourself up for a lifetime of homework ease if you instill in them now the expectation that homework is done right after school.

If you’re unsure how to set up an afterschool routine, use this one.

My kids love to check things off their Afterschool Checklist almost as much as I love crossing things off my to-do list because they are in control of how fast they move through the list.

The faster they get their checklist done, the sooner they can go play.

For more general tips and tricks for homework solutions, like setting up a homework station and a homework supply box, click here .

Encourage Your Kindergarteners to Do Homework Without Complaining:

If you set the expectation that homework is something we do and we do it without complaining , it will benefit everyone in the family.

For you, you don’t have to hear the whining and can get through the afternoon without pulling your hair out or needing a cocktail by 4pm.

For them, they get a treat. Try punching a hole in a sheet of paper every time they finish their work without complaining.

When they get five, they get a special “date” with mom or dad or get to go somewhere they love.

Every month, you can increase the number of holes they need to earn the date.

Whatever it takes to discourage the complaints.

Homework Strategies to Help Kindergarteners Do Homework:

For our Kindergarteners, we need to help them actually finish their homework.

This is new, so there are going to be some growing pains.

Keep in mind, not all tricks will work for all kids. You need to choose what you think would motivate your child the most.

And if that doesn’t work, try another trick.

1. Physically Be Nearby

We can’t expect these five-year-olds to sit and work independently in September .

We need to build up to it.

For the first week, sit next to them as they finish their work. Then the next week, sit across from while they work. During the third week, don’t sit with them, but stay in the same room. You can then graduate to being in and out of the room as needed.

If they balk at you moving further away, take a step closer to them until they feel more confident.

The end goal is for them to not need you to be monitoring their every move.

2. Visually Reduce the Amount of Homework

If a whole math sheet overwhelms them, cover some of it up with another paper.

You can cover up half of the paper or you can cover it all and just show one line at a time.

As they finish their work, slide the paper down until they get to the bottom of the sheet.

3. Reduce the Amount of Time They Have to Work

It can be intimidating to sit down and finish all their work at once .

Set a timer and have them work for five minutes. Then take a “brain break” for five minutes. Repeat the pattern until the work is finished.

For the next week, extend the work timer to six minutes, but keep the brain break time the same.

Some brain break ideas: listening to music, dancing, coloring, building Legos, exercising, jumping, or these really cool brain breaks on youtube.

4. Let Kindergarteners Do Homework and Move Around While They Work

Who says kids have to sit still to do their work?

Let them stand to finish their work.

Let them do their work on a bosu ball or on an indoor trampoline with a clipboard.

Standing, jumping, bouncing, stretching, spinning…whatever their little bodies need.

If they can’t do these things while they actually work, encourage them to be active before and after homework time.

5. Let Kindergarteners Do Homework Outdoors

Who says homework has to be done inside? They’ve been stuck inside all day.

Let them finish their work while breathing in the fresh air.

Fresh air and oxygen will wake them up, refresh them, and get their brain moving.

Try working at a picnic table or on your back patio or balcony.

6. Use Their Whole Body to Finish Their Work

Since many kids learn best when they’re moving, encourage them to use their bodies to learn.

Let them stomp their math answers using this fun activity from the SuperKids Activity Guide . 3 + 4 = Stomp the 7! Then they can write it on their paper.

Use chalk to practice their letters and sounds.

If you write letters on the ground, have them run to the “C” or run to the letter that makes the /b/ sound.

When they’re starting to read, have them spell words by running to each letter.

Use chalk to practice their numbers and addition and subtraction. Write the numbers on the ground and have them run to the 4. Or have them run to the answers of  “1 + 1” or “6-2!”

7. Give Them Counters to Finish Their Math

When it’s time to start adding and subtracting, let them use real tangible things that they can move to add or subtract.

They can add and subtract with coins, Cheerios, crackers, or even their favorite toys.

1 Shopkin + 3 Shopkins = 4 Shopkins

8. Give Them Colorful Markers

Grey pencils can be so boring.

Let them use markers–or better yet, smelly markers –to trace their letters, write their name, or write their spelling words.

Rainbow colors make monotonous work more enjoyable and your kids will be used to “Rainbow Writing” from school. 

9. Offer them a Healthy Snack While Kindergarteners do Homework:

My kids live for snacks, so they love to eat snacks while they do their work.

They do a problem and then take a bite.

Offer them “brain food” during this time to boost their minds and memories: berries (especially blueberries), bananas, trail mix, sunbutter and jelly, and avocado (try guacamole and chips).

10. Use Rewards (for a short period of time)

Offer up rewards for when they finish a row of their work…stickers, stars, or even a treat.

Put their favorite food at the end of a row of problems. ..  I’ve used Goldfish Crackers, fruit snacks, and even jelly beans.

When they finish the row, let them eat the treat.

The following week, only put the treat on every other line of work.

Eventually, just put a treat at the end of the page.

The goal is to wean them off of needing or expecting the treat.

With these 10 tips, kindergartner homework will get done sooner without complaints, and without tears.

And your afternoon will go much smoother.

Need more Back to School Help and Ideas? We’ve got you covered:

Reader Interactions

Shelby @Fitasamamabear says

September 14, 2017 at 12:28 pm

There’s homework in kindergarten now?? Actually?! Oi

Nicole Black says

September 15, 2017 at 12:33 pm

In some classes, yes! A lot of Kindergartners don’t start right away though….

Erin Burton says

September 28, 2017 at 12:49 pm

I like that so many of your strategies involve moving. You are correct! Children have already had to sit still for hours at school, listening, following orders, and mentally concentrating (sometimes on things they care nothing about). They need time to get up and move! I am actually an ex-public educator who now homeschools my children. My children will often pace while reading, and sometimes we take it a bit further and study while we take a walk outside. My children are able to concentrate much longer when they move. We probably have an hour’s worth of sit-down time each day. The rest is spent moving, exploring, and playing. Children (well… and adults) are not built to sit for hours without moving. Nice post! 🙂

September 28, 2017 at 1:23 pm

Yes!! A lot of kids have to move to do everything. I force them to sit while they’re eating (I’ve given the Heimlich one too many times) but other than that, who cares if they’re standing or jumping while they spell or read or practice math facts??? Not only will they focus more for some kids, it will actually help them retain the info!!

Flossie McCowald | SuperMomHacks says

September 28, 2017 at 1:18 pm

OK, let me just get out of the way that having homework in K is SICK SICK SICK. (I’m a mama of a 3rd grader and a K student.) But – having said that – your tips are SO great and SO spot-on. Our third grader has ALWAYS struggled with homework; some of these are tricks we have tried with her in the past, some we still use with her now, and some I WISH I’d thought of when she was in K suffering through (what to her was) busywork! Thanks for the great post! 🙂

September 28, 2017 at 1:21 pm

I know a lot of people get angered by this post because of it’s premise. I’m not trying to take a stand in favor of Kinder homework. But if it’s getting assigned–and it is getting assigned– I wanted my readers to have some tips to help them get through it. And you’re right, these tips will apply for anyone trying to do homework… Glad you liked the tips!

Becca @ The Married Cat Lady says

September 28, 2017 at 2:38 pm

I don’t have kids yet, but I definitely want to remember some of these great tips for when I do someday!

Żarty O żydach says

January 29, 2022 at 4:33 am

Definitely, what a great blog and illuminating posts, I will bookmark your site.Best Regards!

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How To Teach Preschool Without Worksheets

I realize that some of you may be angered by the implication that worksheets are not good teaching practice or even harmful. My goal is to provide information only, if you choose to read it you can agree or disagree with my views, but at least I have put my message out there.

A new “code name” for worksheets is “morning work.” What a child really needs in the morning is a warm greeting from the teacher and interaction with peers!

My  No More Letter of the Week page that also fits with this theme.

The following is a wonderful article about not using worksheets in the early childhood classroom:

Article: The Worksheet Dilemma by Dr. Sue Grossman

Arguments against using worksheets:

Some of the worksheet quotes below are taken from the article above.

• “While children may have the ability to perform a task, that does not mean that the task is appropriate and should be performed” Dr. Sue Grossman
• Worksheets can be used only one way. Worksheets and coloring books are generally considered convergent materials. They lead children to think that there is only a single correct way to use them, and they require little, if any, higher-order thinking.
• Our goal as professional educators should be lessons that encourage divergent thinking, not convergent thinking.
• Worksheet-based curricula dampen enthusiasm for learning.
• If worksheets have a place in the classroom they would be better found in classrooms of older children who have a background for working with symbols and abstractions (Bredekamp, S., 1987; Rosegrant, T., 1992).
• Worksheets and workbooks should be used in schools only when children are older and developmentally ready to profit from them (Bredekamp, S. & Rosegrant, T., 1992).
• “Teachers who use worksheets believe they are demonstrating children’s learning progress to parents. Unfortunately worksheet activities are not developmentally appropriate and can cause many problems.” Dr. Sue Grossman.
• “Worksheets typically have a ‘right answer.’ a child is expected to circle the rhyming words or match the pictures of things that start with the letter ‘G.’ children may learn quickly that putting down a wrong answer is emotionally costly. Worksheet activities may make them feel ignorant and incompetent, so that they learn to stop taking risks by guessing.” Dr. Sue Grossman
• The mere accomplishment of the worksheet task does not signify the child’s ability to read or comprehend.
• If worksheets are the answer then why haven’t we replaced teachers with copy machines?
• “In any group of young children asked to do a paper-pencil task, some will succeed and some will be less successful. The successful children may truly comprehend the task or may simply have guessed correctly. The less successful ones often learn to think of themselves as failures, and ultimately may give up on school and on themselves These children may react to the stress created by fear of giving the wrong answers by acting out their frustrations and becoming behavior problems, or by withdrawing and becoming reclusive.”

If we cannot demonstrate children’s progress with worksheets, how do we provide evidence of learning? Here are several ways to demonstrate learning that moves beyond using preschool worksheets:

• Work Samples
• Observational Records
• Appropriate Worksheets: For example, children experimenting with objects to discover if they sink or float can record their observations on paper divided into a float column and a sink column. This shows that they are doing actual scientific experimentation and recording the data.
• Parent Newsletters: Teachers can send home parent newsletters which explain the activities children are doing at school and the teacher’s goals and objectives. When parents understand the value of developmentally appropriate activities they will feel confident that their children are learning and growing, not “just playing.”
• Center Labels: Signs in the classroom describing what children learn in the various learning centers help adults understand the value of children’s work in that area.
• Photographs: Photographs of daily activities in the classroom can be displayed around the room and in hallways. They provide graphic evidence to parents, administrators, and other teachers of children working and learning in a rich, exciting atmosphere.

Below are some common misconceptions about the use of worksheets in the classroom.

“If the kids are choosing the worksheets, there is no problem. It can’t be wrong if the kids enjoy it, are learning from it, and doing it through their own motivation.”

FALSE. Children do not always know what is best for them, just because they like something is not an indication that it is good for them. How many times have your students come to school dressed inappropriately for the weather or chosen to eat candy for lunch rather than the sandwich their mother packed for them? Because children do not know what is best for them, that is why we, as educators, must purposefully prepare appropriate materials and activities for our students instead of just copying off another worksheet, that is a cop-out in my opinion. As trained professionals in the field of education it is our duty to teach our students to the best of our ability and keep their best interests in mind while doing so. If we do not do that then we are cheapening the profession and adding to the already tarnished image teachers hold in this country.

If I put out apples and a big bowl of candy for snack the majority of my students would choose the candy, but as a professional educator I would never put out the bowl of candy because I know it’s not good for them. I would have to peel and slice the apples to get the kids to eat them, it would be more work for me, but the apples are better for them than the candy so that is what I would do. The same holds true for worksheets, I know that there are better ways to teach so I don’t offer worksheets to my students so they aren’t faced with making a choice between an appropriate and inappropriate activity.

“It’s all about balance. You can use worksheets if you balance it out with other hands-on types of activities. A little bit of something can’t hurt.”

FALSE. Balance? Balance what? It’s o.k. to have a balance of inappropriate and appropriate activities in your classroom? So some parts of the day the children are receiving appropriate instruction and other parts they are not? That statement just doesn’t make sense. If worksheets are inappropriate then why is a “little bit” of anything inappropriate o.k.?

As for the fine motor part of the statement, there are many more appropriate types of activities children can be doing to develop their fine motor skills than doing a worksheet, again, I find this to be a cop out. It’s easier to copy a worksheet and slap it on the table in front of the student rather than carefully planning out activities that will really engage them and develop their fine motor abilities at the same time. For more handwriting tips click HERE .

“Kids don’t ‘do well’ academically when worksheets aren’t used”

FALSE. When students are struggling academically the first thing that needs to be examined is teaching practice, we cannot blame academic failure on the lack of worksheets. I have seen situations where teachers were relying heavily on worksheets and then they became “forbidden”, the result was an academic drop in the students because the teachers didn’t know how to teach without using worksheets. The first thing that any educational institution should do before “banning” worksheet use is to make sure the teachers know how to teach without them.

“My kids beg for worksheets because they want to be like their older siblings and do “real” homework. There’s nothing wrong with sending a few worksheets home, it’s not like we’re doing them at school”

FALSE. When we send worksheets home for “homework” we are sending the message to parents that worksheets are the way that young children learn best. Most parents are not professional educators, it’s our job to not only do what is best for our students but to also educate their parents about what is best as well, if we don’t then who will?

Many parents don’t know any other way to help their children at home other than worksheets and workbooks. For this reason we hold a “ Homework Night ” early in the school year every year to educate our parents about how they can help their children at home. Our presentation includes information on how worksheets are not appropriate for young children and why. We explain that worksheets teach children that there is only one right answer and they do not allow children to think for themselves. We explain how writing on paper with lines (two solid and a dotted line in the middle) is not appropriate for certain ages and why (visual accuity, fine motor not developed enough, creates frustration and lack of desire to write etc) We also tell parents that there is a difference between their young child and older siblings and how older children are more developmentally ready to profit from using worksheets occasionally. Then, we introduce our homework program and show the parents specific ways they can help their children at home each night.

Practice for Kindergarten

“I need to use worksheets because they need the practice for kindergarten, that’s what they’ll be doing in kindergarten”

FALSE. My job as a professional educator is to help each child be as successful as possible in my classroom. “I will not prepare my students for inappropriate practices by doing inappropriate things in my own class.” – Karen Cox, Prekinders.com If worksheets are what they’re doing in Kindergarten then perhaps the teaching practices in those classrooms need to be examined. This is how the worksheet cycle perpetuates itself, one teacher or grade level relies heavily on worksheets for instruction and then all the other grades/teachers fall in behind them at the copy machine. I challenge teachers everywhere to break the worksheet cycle and actually teach young children instead of occupying them with worksheets. It’s just like peer pressure in high school, don’t let yourself fall victim to it.

Coloring Sheets

“What about coloring sheets? Are they considered worksheets? How else will my students learn to stay in the lines?”

• Coloring sheets are not appropriate for use in preschool.
• Coloring pages and sheets do not support the development of creativity and critical thinking.
• If a child needs to work on their fine motor development, pincer grasp, or pencil control, there are many other ways to do so which are just as effective and more engaging.

More Literacy Ideas from Pre-K Pages

13 thoughts on “How To Teach Preschool Without Worksheets”

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Thanks for this very important information

So much information. I do agree that as a society we are using too many worksheets and not enough active learning experiences. We all have our own learning styles and therefore it makes sense to use multisensory technigues for teaching. Developmentally worksheets are not appropriate for little learners; many of which have not yet established a hand dominance or an efficient grasp. Children learn by doing, by partaking, by being involved.

I’m so pleased to see this article, being a teacher means hard work, dedication and creativity, work sheets are an easy way out for teachers to keep children occupied, missing out a lot of hands on learning opportunities. I personally feel the same way about homework for preschool age children.

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“Worksheets Don’t Grow Dendrites” is a great book that addresses this very issue, Vanessa. I personally don’t take issue with students (late K and older) using some kind of paper to record their work to include in their portfolio, but it is not a worksheet. With all the pressure to create 1st graders out of kindergartners and kindergarteners out of preschoolers, etc., as well as the proliferation of worksheet-style materials for sale online now, it seems that “best practice” and what is developmentally appropriate for kids has gone by the wayside. This is such an important topic–thank you for addressing the falsehoods AND offering solid alternatives!

Vanessa- I have always loved your website and have adopted many of your ideas into my classroom. However, this article is by far the most important. Over the past few years I have transformed my pre-kindergarten curriculum from being heavy worksheet based to provocation based. Instead of making copies, I am now carefully analyzing every material and activity to ensure it lends itself to discovery and scaffold learning. The results prove it has been well worth my time. My students are happier, less stressed, engaged, and learning. I once believed that worksheets were the only way I could control their academic process. Letting go of this control was the hardest thing to do, but children can and do create and construct their own learning when given plenty of time and the right materials. I offer my support of any teacher making this transition. It is not easy, but when you see a child’s face with they have their first “ah-ha” moment-it will inspire you to keep away from the copy machine.

Your comment made my day, Monique! I’m thrilled to hear about your success with moving away from using worksheets in your classroom, kudos!

I’ve been a Homeschool mom of 7 since the early 1990’s. I’m still currently homeschooling 4. I’ve learned that worksheets/workbooks have not been a good experience. I feel that when you hand a child a worksheet, 90% of the work has already been done for them. All the child has to do is fill in a few blanks. My children struggled with retaining the actual intended information. I took a drastic approach and ditched the workbook and worksheets. I bought cheap composition books and had the children actually wrote their own content for lessons. When I tried to teach phonics through workbooks my children took FOREVER to grasp the blends a day rules. One day I decided to pick the “oo” and have my son go through the house to see if he could find things that had the “oo” sound. He brought me a bottle of “shampoo”. After that he was pointing and reading everything going with the “oo” sound. He grasped it within minutes this way rather than weeks of me trying through workbooks to no avail. So I’m just not a fan of workbooks and worksheets. Our homeschool went from stacks of books to a simple composition book and a few pencils. They research everything on their own and read and copy great classic literature. My 9 year old son has beautiful handwriting compared to his 15 year old cousin who still writes in print block letters. Simple and to the point is the best.

Hi Sadie, This is great information for many parents and educators. I haven’t used worksheets in a school setting but I have at home, as the material was sent home by the teacher. Through the years in early childhood, I have seen that hands-on is so much better and effective as you have done. However, it can be hard for some to create material for their child without prior knowledge of how to teach them. I think that many teachers and parents have gone through the worksheets and workbooks methods of teaching before they figured out that it wasn’t effective for their preschoolers.

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Hello, I had this discussion today about worksheets in the preschool classroom. I have never used worksheets in the classroom, I have always created my own material to help the children learn. However, I for some reason was going to use a worksheet for the first time as an assessment tool. The teacher in another classroom informed that worksheets were not educational for this age group. I agreed with her and I am continuing with what I have been doing for a while. I am more of a hands-on teacher who creates his own lessons. I am not sure what led me to want to use worksheets in the first place. Thanks for your input about worksheets, it is greatly appreciated.

Worksheets stunt imaginations, let them think for themselves. There will be plenty of time for sucking the life out of children’s imaginations when they get to public school.

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