Kindergarten Readiness

From NAEYC

Kindergarten Policies: What is best for Children

Kindergartens are for Children!

•      Curriculum refers to ____________________   that happens during the Kindergarten Day

Entrance Age

•      There is research to suggest that _____________________ children may have more difficulty in school

•      Other research shows that these differences may disappear by ______________  _____________

Effective Ways to teach early literacy in Kindergarten

•      Reading and telling stories _____________

•      Making lists, ______________ , books recording children’s plans and ideas

•      Sharing experiences across all curriculum and outside, pointing out ________________________  print

•      Weaving ________________________  into all activities

•      Encouraging ___________________ to read to their children

•      Young children being kept out of school are the ones who, if provided a flexible, appropriate kindergarten curriculum, could ________________________  most.

Repeating and
 Transitional Programs

•      By repeating Kindergarten, many children suffer loss of self-esteem and _____________________________

•      Research has shown Transitional programs do not boost performance in school - do about the _____________ in 1st grade

•      The appropriateness of the curriculum is more important than ________________ age.

•      Curriculum is the most important factor

•      The only fair entry criterion is _______________

Directions for Policy

•      Set a reasonable ________________ date

•      Reach all _____________________ children

•      Include ________________________ in the decision

•      Reexamine the curriculum

•      There should be a developmentally appropriate ____________________________for each child of legal entry age.

Testing for Readiness

•      Tests should only be used for their specific purpose

•      Many screening tests are not valid or ____________________________

•      Screening instruments should only be used to determine if there is a need for further __________________

Readiness Tests

•      Readiness tests have an error rate of about ___________%

•      They should not be used to create barriers or sort children

•      Many districts use them to deny entrance or to place in an alternative program

Factors to consider regarding tests in K

•      Many children are scared and have never taken a test before

•      Most children don’t know what is expected of them

•      Time of ________________ affects results

•      Children’s first impression of school may be the ___________________

•      Tests may be culturally biased - families should be consulted

•      The Gessel test and similar tests are based on an old, unproven theory of developmental age - as many as 1/2 the children eligible may be considered “unready”

Effects of Early Retention

•      Children held back did not fare better academically than those promoted regardless of ___________________ level.

•      Children who were promoted to first grade did not exhibit the ____________________ ___________________ predicted.

•      Those held back had lower scores later

                 in elementary school.

Directions for Policy

•      Select only tests that are valid and reliable

•      Use tests on for their ____________________ purposes

•      Involve _________________________

•      Consider tests only one source of information to assist with curriculum planning

•      Never use tests as the basis to determine placement

•      Gather information ____________________________.

Instead of asking “are the children ready for Kindergarten” we should ask

“Are the Kindergartens ready for the children?”

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