Nancy Carlsson-Paige, an expert in early childhood education, recently visited Nova Scotia, Canada, and returned excited about what she saw there.

She realized that Nova Scotia has the right framework for ECE, and the United States is heading in the wrong direction.

In this illuminating article, she describes the Nova Scotia program.

For starters, the program was written by experts in early childhood education, unlike the Common Core standards, which did not include anyone from the field and produced developmentally inappropriate standards and curriculum for young children.

An excerpt:

The Nova Scotia Framework focuses on the whole child — on cognitive, social, emotional and physical development — and the importance of a holistic view of the child that includes personal, social and cultural contexts. The U.S. approach is to teach bits of information and isolated skills.

The Nova Scotia Framework emphasizes dispositions for learning such as curiosity, creativity, confidence, imagination and persistence. It emphasizes processes such as problem solving, experimenting and inquiry. The U.S. approach emphasizes memorization and expects all children to learn the same things at the same time.

The Nova Scotia Framework views the child as a participant in her or his own learning — a co-constructor of knowledge who contributes to shaping the learning experience. The U.S. approach consists of telling children what they should learn, with activities and outcomes predetermined.

The Nova Scotia Framework describes play as one of the highest achievements of the human species. It emphasizes the critical role of play in learning and the increasing recognition by researchers and policymakers of the role of play in fostering capacities such as investigating, asking questions, creativity, solving problems and thinking critically. Play is seen as vital to building a wide range of competencies such as language development, self regulation and conflict resolution. In the U.S. approach, play is minimized and considered secondary to acquisition of academic skills.

Read the rest of this article for yourself.

Early childhood educators know all of this. It is what they believe. It is what they teach and practice, when they are allowed to do so.

Yet in every state, the standards for early childhood education violate the basic principles of learning.

Get out the pitchforks, parents and teachers.

Change is needed.