Katri Smitt, in her article, expresses her concerns regarding the Estonian Ministry of Education's proposal to abandon numerical grading from grades one to three. She reflects on her personal experiences with her children’s schooling, noting that the absence of numerical evaluations has negatively impacted her child's motivation to learn. Despite receiving only verbal feedback from teachers, she observed that her son felt less incentivized to work hard, often stating that he already knew many things. This lack of quantitative assessment, according to her, poses serious risks to the development of children's study habits.

Smitt emphasizes that while every parent views their child as unique and special, this shouldn't lead to an oversight of the potential dangers posed by eliminating numerical grading. She questions whether the broader educational community has recognized the implications of such a decision. The nuances of individual child development must be balanced against the collective needs of all students, and Smitt argues that abandoning traditional grading metrics could undermine both motivation and accountability in early education.

In conclusion, Smitt urges a thoughtful consideration of the proposed educational reforms, stressing the importance of feedback mechanisms that not only inform parents and teachers but also encourage children in their learning journey. Her insights reveal the significance of traditional grading systems in shaping students' engagement with their education, particularly during formative years.