"Over-parenting's faulty logic"
Madeline Levine, SF Gate, August 10, 2012

"Counterintuitive as it seems, the very things we're doing to secure our children's futures can end up compromising them. Pushing and over-scheduling prevent them from becoming competent adults capable of the resilience, perseverance, motivation and grit that business leaders say they'll need to compete in tomorrow's workforce. Just as importantly, it interferes with the ability to cultivate healthy relationships and to feel that life is meaningful.

"Many parents have significant misunderstandings about how children learn and what circumstances are likely to drive success in them. Our (culturally sanctioned) faulty thinking is pushing us to do, in many cases, the exact opposite of what kids need to thrive.
...
"Studies show that kids enrolled in academic-based preschools actually tend to fall behind their peers who attend play-based preschools by the fourth grade.
...
"Self-directed play is the work of childhood. It's a classroom in which kids develop a whole set of skills that really matter in life. Consider what happens in a simple game of chase: Kids must agree on the game and cooperate with each other. They must determine who will be the leader, who will be the follower and when it's time to renegotiate. When we fill their days with classes, practices and games, there's just no time left for learning these critical lessons.

"Most experts agree that kids should have twice as much unstructured free time as structured playtime. The American Academy of Pediatrics recommends at least 60 minutes a day. If they can get that 60 minutes outdoors - climbing trees, chasing fireflies or playing baseball in an empty lot - so much the better."

Why Bother With Recess?
Cynthia A. Elder, Michael C. Obel-Omia; Ed Week, online May 8, 2012 / print May 9, 2012

"Ironically, in an effort to prepare our students for these future challenges, schools have made decisions that may weaken our children's social, emotional, intellectual, and physical health, while crippling their ability to think creatively, gain self-confidence, and work collaboratively.

"As of 2009, 30 percent of the nation's elementary schools had done away with recess altogether. Of those that maintained recess, 40 percent had cut it back significantly. If current trends continue, recess may soon be a thing of the past for our students."

"The 3 R’s? A Fourth Is Crucial, Too: Recess"
Tara Parker-Pope, New York Times, February 23, 2009

"New research suggests that play and down time may be as important to a child’s academic experience as reading, science and math, and that regular recess, fitness or nature time can influence behavior, concentration and even grades. ...

"Dr. Brown, a psychiatrist in Carmel Valley, Calif., has collected more than 6,000 “play histories” from human subjects. The founder of the National Institute for Play, he works with educators and legislators to promote the importance of preserving playtime in schools. He calls play “a fundamental biological process.” “From my viewpoint, it’s a major public health issue,” he said. “Teachers feel like they’re under huge pressures to get academic excellence to the exclusion of having much fun in the classroom. But playful learning leads to better academic success than the skills-and-drills approach.”"