Thesis Writing

I'm on the verge of having the words to write the last part of the research section of my thesis. It should have been done by last Monday, but I didn't have the words then. I think I might now.

I'm not sure why this part has been so much more difficult for me. The first part was really general, a commentary of why art is beneficial to children in the classroom, and in what way art broadens the mind and teaches something the three "R's" cannot.

The second part was targeting a younger age group (like my group) and more specifically about play. A little more specific topic than "art", but still a general argument for play, referencing studies that have been done throughout the last century on the benefit of play.

My intention for the third, and last, section that I'm writing now is more specific, to give detail on WHY play is beneficial, what the children learn through play, and why it is a valid preschool curriculum. I am arguing that play, given the right materials and environment, can be MORE educational than teaching the alphabet and numbers to a three-year-old, without actually denouncing academic programs.

I don't want to start an argument with the rather large segment of the population that believes that if children learn their alphabet at three, they can learn to read at four, and be reading at a fifth grade level by six. Every child is different, and I'm sure there are some that flourish in this environment. I am trying to present an alternative to rushing children into something they may not be ready for, and explain why it is just as good, if not better, for the child to wait. And play.

This information is something I've searched for (although not ferociously), for the last three years or so. I've learned a lot about developmentally appropriate methods of teaching young children in the various child development classes I've taken since getting into this field. More compellingly, I've heard many experts with incredible credentials talk about the brain development in young children, and how they need certain experiences in order to develop the the ABILITY to read and write.

With all the time I've spent learning something that isn't readily available to the average parent, I'd like to write something FOR parents that easily and convincingly explains what I've learned, backed by "experts" that will hopefully balance out the peer pressure that parents get to have the best, smartest, most talented, exceptional student.

However, because I have specific goals in mind for this section, it seems more difficult to achieve just the right materials. I've been fishing around for a while at trying to explain the collection of evidence I've heard from many different sources without really being able to succinctly compile a compelling argument. It sounds so logical and clear when I hear it, but it somehow gets jumbled and incoherent when I try to pass it on.

I think that's why I've been having such a difficult time writing this section. I want it to be JUST SO, and am scared I won't be able to get across what I want to. Anyway, I'll never know until I try so I guess I should stop writing here, and beginning writing there!