Successful Transition to Kindergarten: The Role of Teachers & Parents
By Pam Deyell-Gingold
While new kindergartners are worrying about whether or not anyone will be their friend and if they’ll be able to find the bathroom, their preschool teachers are wondering if they’ve succeeded at preparing their small students for this big transition. In recent years the role of kindergarten has changed from an extension of preschool to a much more academic environment because of new standards in the public schools that “push back” academic skills to earlier grades.
How can we ensure that our students make a smooth transition? Are our students mature enough? What can we do to make them “more” ready? This article will explore the skills that constitute kindergarten “readiness,” how preschool teachers can collaborate with parents and kindergarten teachers to make the process more rewarding for all, and activities to help prepare children for what will be expected of them in kindergarten.
The Transition Process
Children go through many transitions throughout their lives, but one of the most important transitions is the one from a preschool program to kindergarten. “During this period behavior is shaped and attitudes are formed that will influence children throughout their education” (PTA and Head Start, 1999). Children’s transitions are most strongly influenced by their home environment, the preschool program they attend, and the continuity between preschool and kindergarten (Riedinger, 1997).
In 1995, Head Start and the Parent Teacher Association (PTA) began a plan to create a partnership between the two organizations in order to create effective transition practices and to promote continuity in parent and family involvement in the schools. Three pilot programs were studied to determine “best practice” in kindergarten transition, and to foster the continued strong involvement of families in their children’s education. They worked with elementary schools to create parent-friendly environments and to develop strategies that lessen the barriers to involvement (Head Start & PTA, 1999). Even Start, a federal program for low-income families implemented to improve educational opportunities for children and adults, also helps parents to work with the school system to help their children succeed. Their research found that parents felt that the way in which Even Start focuses on the family strengths rather than weaknesses and allows the families to identify their own needs, empowered them more than anything else to help them to support their children in school (Riedinger, 1997).
Kindergarten Readiness
A 1998 study by the National Center for Early Development & Learning of nearly 3,600 kindergarten teachers nationwide indicated that 48 percent of children have moderate to serious problems transitioning to kindergarten. Teachers are most often concerned about children’s skills in following directions, academics, and working independently. There seems to be a discrepancy between the expectations of teachers and the actual skills of kindergarten children. Therefore, a need for kindergarten teachers to collaborate with both parents and preschool teachers exists (Pianta & Cox, 1998). School readiness is more than a matter of academics, though. As reported in a National Education Goals Panel in 1998; “The prevailing view today, however, is that readiness reflects a range of dimensions, such as a child’s health and physical development, social and emotional development, approaches to learning, language and communication skills, and cognitive and general knowledge” (California Department of Education, 2000).
Historically, kindergarten was a “children’s garden”: a place to interact for the first time with a group of agemates, and to learn basic skills through play. Today, because of increasing numbers of working mothers, single-parent families, and strict welfare regulations, many children begin having group experiences in a child care program or family child care home at a much earlier age. Together with the concern that America’s children are not getting adequate education to compete in a global market, our schools began to make the transition from the children’s garden to “curriculum escalation” (Shepard & Smith, 1988) and “academic trickle-down” (Cunningham, 1988). While the trend towards focusing on academic skills continues at a fast pace, early childhood professionals argue for a more integrated curriculum that addresses the developmental needs of each child.
Social Adjustment
Although academics may be becoming increasingly more important, research shows that social skills are what most affect school adjustment (Ladd & Price, 1987; Ladd, 1990). Preschool teachers should not feel pressured into teaching academics beyond what is developmentally “best practice” (Bredekamp & Copple, 1997) but should continue to focus on social and emotional development. Children who have been rejected by their peers in kindergarten tend to have poor school performance, more absences, and negative attitudes towards school that last throughout their school years. “Three particular social skills that are known to influence children’s peer acceptance: play behavior, ability to enter play groups, and communication skills” (Maxwell & Eller, 1994).
Play Behavior and Communication Skills
Specific behaviors that cause rejection by fellow students include things like rough play, arguing, upsetting things in class, trying to get their own way, and not sharing. Children who exhibit these behaviors also tend to be less independent and less cooperative than their peers. Most children prefer playing with others who are polite, caring, and attentive. Preschool teachers and parents need to teach young children social skills, especially how to enter social groups. For example, children who say, “Looks like that’s a fun game, can I play?” are more likely to be accepted than those who shove others aside and whine, “I want a turn!”
Another important social skill is the ability to participate in complicated fantasy games and take part in making up and extending the story. Children who lack sufficient experience playing with age-mates may feel frustrated at not being able to keep up with the capabilities of their classmates. “A generous amount of guided social experience with peers prior to kindergarten helps children do well in this new world” (Maxwell & Eller, 1994). Some children need assistance to learn how to play make-believe. A teacher can help model this by giving verbal cues like, “You be the mommy, and I’ll be your little girl. Can I help you make dinner, Mommy?” Some children need reminders to keep them focused on their roles. Others may need help to read the emotions on people’s faces. “Look at Nick’s face. He is sad because you pulled the hat away from him.” Because young children do not have a large enough vocabulary to express themselves, teachers can help them find words to express their feelings such as, “You’re feeling frustrated. Let’s go find a puzzle with fewer pieces.”
Communication skills, such as being able to take part in a conversation, listen to others, and negotiate are also important. For example, children who speak directly to peers, are attentive to others in the group, and respond to the initiations of others tend to be liked by the other children. Disliked children are more likely to make irrelevant comments, reject the initiations of other children without reasons or explanations, and often make comments without directing them to anyone (Maxwell & Eller, 1994). Part of a teacher’s task is to quietly remind children to look at the person they’re talking to, and listen to what another child is saying.
Immaturity and Redshirting
A common practice when dealing with children who are not socially mature is to keep them out of school for a year, in the hope that “readiness will emerge.” In academic circles this is referred to as “redshirting,” a term borrowed from college athletics. However, “Research shows that redshirts are not gaining an academic advantage, and the extra year does not solve the social development problems that caused initial concern” (Graue, 1994). Parents who are told that their children need to stay home for a year should ask for the reasons.
“Developmentally appropriate practice is less common in kindergarten, and primary teachers face many constraints and pressures that teachers of younger children are not yet experiencing in the same intensity [although preschool appears to be next in line for “pushdown” curriculum].” (Jones, Evans, & Rencken, 2001). “If we think inclusively we have to problem-solve in ways to accommodate the incredible diversity presented by the characteristics of kindergartners….Redshirting and retention are outmoded tools that should be replaced by more appropriate practices. One step in the right direction is collaboration between preschool and elementary school educators” (Graue, 1994). A second step is to have parents understand what experiences can help their child have a successful transition.
Learning About Classroom Styles
In collaborating with kindergarten teachers, preschool teachers and parents need to visit the school and pay close attention to details that may affect their students in kindergarten. “When teachers and parents agree on a philosophy of education, children usually adjust more easily” (Maxwell & Eller, 1994). Children feel more secure in their new environment if they feel that their parents support the teacher and the school.
The first step may be either a meeting with the kindergarten teacher or a class field trip to the elementary school. “Observe kindergarten classrooms to identify teaching styles, classroom management techniques, and routines. Also try to identify skills that are needed to be successful in particip
Successful Transition to Kindergarten: The Role of Teachers & Parents
By Pam Deyell-Gingold
While new kindergartners are worrying about whether or not anyone will be their friend and if they’ll be able to find the bathroom, their preschool teachers are wondering if they’ve succeeded at preparing their small students for this big transition. In recent years the role of kindergarten has changed from an extension of preschool to a much more academic environment because of new standards in the public schools that “push back” academic skills to earlier grades.
How can we ensure that our students make a smooth transition? Are our students mature enough? What can we do to make them “more” ready? This article will explore the skills that constitute kindergarten “readiness,” how preschool teachers can collaborate with parents and kindergarten teachers to make the process more rewarding for all, and activities to help prepare children for what will be expected of them in kindergarten.
The Transition Process
Children go through many transitions throughout their lives, but one of the most important transitions is the one from a preschool program to kindergarten. “During this period behavior is shaped and attitudes are formed that will influence children throughout their education” (PTA and Head Start, 1999). Children’s transitions are most strongly influenced by their home environment, the preschool program they attend, and the continuity between preschool and kindergarten (Riedinger, 1997).
In 1995, Head Start and the Parent Teacher Association (PTA) began a plan to create a partnership between the two organizations in order to create effective transition practices and to promote continuity in parent and family involvement in the schools. Three pilot programs were studied to determine “best practice” in kindergarten transition, and to foster the continued strong involvement of families in their children’s education. They worked with elementary schools to create parent-friendly environments and to develop strategies that lessen the barriers to involvement (Head Start & PTA, 1999). Even Start, a federal program for low-income families implemented to improve educational opportunities for children and adults, also helps parents to work with the school system to help their children succeed. Their research found that parents felt that the way in which Even Start focuses on the family strengths rather than weaknesses and allows the families to identify their own needs, empowered them more than anything else to help them to support their children in school (Riedinger, 1997).
Kindergarten Readiness
A 1998 study by the National Center for Early Development & Learning of nearly 3,600 kindergarten teachers nationwide indicated that 48 percent of children have moderate to serious problems transitioning to kindergarten. Teachers are most often concerned about children’s skills in following directions, academics, and working independently. There seems to be a discrepancy between the expectations of teachers and the actual skills of kindergarten children. Therefore, a need for kindergarten teachers to collaborate with both parents and preschool teachers exists (Pianta & Cox, 1998). School readiness is more than a matter of academics, though. As reported in a National Education Goals Panel in 1998; “The prevailing view today, however, is that readiness reflects a range of dimensions, such as a child’s health and physical development, social and emotional development, approaches to learning, language and communication skills, and cognitive and general knowledge” (California Department of Education, 2000).
Historically, kindergarten was a “children’s garden”: a place to interact for the first time with a group of agemates, and to learn basic skills through play. Today, because of increasing numbers of working mothers, single-parent families, and strict welfare regulations, many children begin having group experiences in a child care program or family child care home at a much earlier age. Together with the concern that America’s children are not getting adequate education to compete in a global market, our schools began to make the transition from the children’s garden to “curriculum escalation” (Shepard & Smith, 1988) and “academic trickle-down” (Cunningham, 1988). While the trend towards focusing on academic skills continues at a fast pace, early childhood professionals argue for a more integrated curriculum that addresses the developmental needs of each child.
Social Adjustment
Although academics may be becoming increasingly more important, research shows that social skills are what most affect school adjustment (Ladd & Price, 1987; Ladd, 1990). Preschool teachers should not feel pressured into teaching academics beyond what is developmentally “best practice” (Bredekamp & Copple, 1997) but should continue to focus on social and emotional development. Children who have been rejected by their peers in kindergarten tend to have poor school performance, more absences, and negative attitudes towards school that last throughout their school years. “Three particular social skills that are known to influence children’s peer acceptance: play behavior, ability to enter play groups, and communication skills” (Maxwell & Eller, 1994).
Play Behavior and Communication Skills
Specific behaviors that cause rejection by fellow students include things like rough play, arguing, upsetting things in class, trying to get their own way, and not sharing. Children who exhibit these behaviors also tend to be less independent and less cooperative than their peers. Most children prefer playing with others who are polite, caring, and attentive. Preschool teachers and parents need to teach young children social skills, especially how to enter social groups. For example, children who say, “Looks like that’s a fun game, can I play?” are more likely to be accepted than those who shove others aside and whine, “I want a turn!”
Another important social skill is the ability to participate in complicated fantasy games and take part in making up and extending the story. Children who lack sufficient experience playing with age-mates may feel frustrated at not being able to keep up with the capabilities of their classmates. “A generous amount of guided social experience with peers prior to kindergarten helps children do well in this new world” (Maxwell & Eller, 1994). Some children need assistance to learn how to play make-believe. A teacher can help model this by giving verbal cues like, “You be the mommy, and I’ll be your little girl. Can I help you make dinner, Mommy?” Some children need reminders to keep them focused on their roles. Others may need help to read the emotions on people’s faces. “Look at Nick’s face. He is sad because you pulled the hat away from him.” Because young children do not have a large enough vocabulary to express themselves, teachers can help them find words to express their feelings such as, “You’re feeling frustrated. Let’s go find a puzzle with fewer pieces.”
Communication skills, such as being able to take part in a conversation, listen to others, and negotiate are also important. For example, children who speak directly to peers, are attentive to others in the group, and respond to the initiations of others tend to be liked by the other children. Disliked children are more likely to make irrelevant comments, reject the initiations of other children without reasons or explanations, and often make comments without directing them to anyone (Maxwell & Eller, 1994). Part of a teacher’s task is to quietly remind children to look at the person they’re talking to, and listen to what another child is saying.
Immaturity and Redshirting
A common practice when dealing with children who are not socially mature is to keep them out of school for a year, in the hope that “readiness will emerge.” In academic circles this is referred to as “redshirting,” a term borrowed from college athletics. However, “Research shows that redshirts are not gaining an academic advantage, and the extra year does not solve the social development problems that caused initial concern” (Graue, 1994). Parents who are told that their children need to stay home for a year should ask for the reasons.
“Developmentally appropriate practice is less common in kindergarten, and primary teachers face many constraints and pressures that teachers of younger children are not yet experiencing in the same intensity [although preschool appears to be next in line for “pushdown” curriculum].” (Jones, Evans, & Rencken, 2001). “If we think inclusively we have to problem-solve in ways to accommodate the incredible diversity presented by the characteristics of kindergartners….Redshirting and retention are outmoded tools that should be replaced by more appropriate practices. One step in the right direction is collaboration between preschool and elementary school educators” (Graue, 1994). A second step is to have parents understand what experiences can help their child have a successful transition.
Learning About Classroom Styles
In collaborating with kindergarten teachers, preschool teachers and parents need to visit the school and pay close attention to details that may affect their students in kindergarten. “When teachers and parents agree on a philosophy of education, children usually adjust more easily” (Maxwell & Eller, 1994). Children feel more secure in their new environment if they feel that their parents support the teacher and the school.
The first step may be either a meeting with the kindergarten teacher or a class field trip to the elementary school. “Observe kindergarten classrooms to identify teaching styles, classroom management techniques, and routines. Also try to identify skills that are needed to be successful in particip
การแปล กรุณารอสักครู่..