I teach high school (from freshman to seniors).
Obviously it depends from kid to kid, but as a general trend, it's pretty bad. Even just getting them to read a set of directions can be like pulling teeth.
"What do I do next?"
"What did you just do?"
(describes step 4)
"Alright, then what does step 5 say?"
"I don't know."
"Well... read it?"
(they try and read it)
"I still don't get it."
God forbid I ask them to read a section of a textbook or an article longer than two paragraphs. Even with guiding questions, it's a real struggle for them.
Similarly, but not nearly as talked about, I've noticed a trend as a science teacher that kids have no *spatial* skills as well. Like, I'm asking 18 years olds to make a free swinging pendulum and it takes them 2 hours to figure it out (I don't necessarily want to just tell them *how* because the struggle is their brains actually starting to learn these skills). I ask 15/16 year olds to make a ramp for a ball giving them boxes and cardboard and it's a big struggle.
Young children aren't playing with or building with blocks or toys they hold in their hands, many things that you used to have to open or close yourself are automatized (doors to buildings, vans, etc) and it's stunting their ability to not only visualize things and problem solve in a 3D manner, but instinctually understand things like momentum and forces (e.g. when a sliding door didn't close all the way, they don't have the instinct to push it *faster*. They just keep pushing it confused why it won't close).
Obviously it depends from kid to kid, but as a general trend, it's pretty bad. Even just getting them to read a set of directions can be like pulling teeth.
"What do I do next?"
"What did you just do?"
(describes step 4)
"Alright, then what does step 5 say?"
"I don't know."
"Well... read it?"
(they try and read it)
"I still don't get it."
God forbid I ask them to read a section of a textbook or an article longer than two paragraphs. Even with guiding questions, it's a real struggle for them.
Similarly, but not nearly as talked about, I've noticed a trend as a science teacher that kids have no *spatial* skills as well. Like, I'm asking 18 years olds to make a free swinging pendulum and it takes them 2 hours to figure it out (I don't necessarily want to just tell them *how* because the struggle is their brains actually starting to learn these skills). I ask 15/16 year olds to make a ramp for a ball giving them boxes and cardboard and it's a big struggle.
Young children aren't playing with or building with blocks or toys they hold in their hands, many things that you used to have to open or close yourself are automatized (doors to buildings, vans, etc) and it's stunting their ability to not only visualize things and problem solve in a 3D manner, but instinctually understand things like momentum and forces (e.g. when a sliding door didn't close all the way, they don't have the instinct to push it *faster*. They just keep pushing it confused why it won't close).