Kindergarten Policies - What is Best for Children? from NAEYC

The Role of Kindergarten Over the Years

n Bridge between ____________ and school

n Training ground for first grade

n Program to help eliminate ______________________

n Means of helping children to socialize

n Source of moral instruction

n Program to free mothers _ ________________

n Program to teach children to think logically

n Various teaching methods have been used over the years - with more and less structure

n There is pressure to teach children to read - began more than _____ years ago

n Lately there is heavy emphasis on ____________________________

n The most important thing to keep in mind is that KINDERGARTEN IS FOR ___________________________!

Entrance Age

n Some recommend waiting a Year before starting K - based on the belief that older is better

n Problems:

– Children may become bored

– May have lowered _____________________

– May have more behavior problems

– May not identify problems as early - such as vision or hearing

n Often those encourage to wait are those who _ _____

n Waiting a year will not help if there is an inappropriate curriculum.

Transition Programs

n Prior to K or Between K and 1st Grade

n Children are often labeled “slow”

n May have lowered __________________________

n Often have teachers not trained in Early Childhood

n Can be harmful to self esteem

n Research shows that these children do not do better in school as a result of the transition year.

n Legal Issues

Do we have a right to _______ of the regular kindergarten program?

Repeating Kindergarten

n May have loss of self esteem

n May loose friendships

n May loose interest in school

n Expectations may be lowered

n May effect the entire school year

n There is evidence to suggest that there is little to no academic benefit but tremendous potential for harm to the child and family

Kindergarten Entrance Testing

n State and Federal Laws impact the process

– PL 94-142

– PL 99-457

– ____________

– Required districts to “find” and “serve” children with special needs

– We need to screen and determine if further testing is needed and provide them with an appropriate program with an IEP or IFSP

Reasons for Testing

n Laws

n ______________________________ issues - often includes standardized tests

n Emphasis on teaching more academics - so children had to be “ready” for them

n More tests are available

n Tests can provide us with a lot of helpful information - identify special needs and know what needs to be taught

Problems associated with Testing

n Provide limited picture of child’s ___________________________

n Give a look at a child only on that given day

n Measures only a few areas

n May have a lack of validity or reliability

n Programs may teach to the test - resulting in children looking only for the “right” answer.

Types of Tests

n Screening

– Provides a brief look at the child

– Easy to administer

– Inexpensive

– __________________

– Used to determine if more assessments are needed

n Diagnostic Tests

– More in-depth

– Provides more __________________________

– Requires more training

n Readiness Tests

– Designed to determine “readiness for a program”

– Error rate of 50%

The question is not so much is the child ready for Kindergarten - but

IS THE __________READY FOR THE !

“Results of screening tests are not used to make decisions about ________________________ _ ____________________ or as the single criterion for placement in a special program but rather are used as part of a thorough process of diagnosis designed to ensure that all children receive the individual services they need”

Reaching Potentials p. 24

NAEYC

Additional Information on Transitions

Outcomes of Successful Transitions

n The Family will be informed of their options and have opportunities to choose their level of involvement

n There will be few, if any, g______________ between services

n The child and family will adjust with minimum disruption

n The child will participate successfully in the new setting

n There will be _________________________ among all participants

n All participants will be satisfied with the transition

n The likelihood is increased that the child will be able to stay in the least restrictive environment (LRE) with sufficient opportunities for i_______________________

Areas parents can promote for their child to promote success in school
(according to the National Educational Goals Panel)

n Health and Well Being

n Social & Environmental Well Being

– positive feedback & opportunity to play with others

n Positive Approaches to _______________________

n L_________________ development

– listen, talk, and read with your child

n General knowledge about the world

– promote curiosity and problem solving

Characteristics teachers consider important for school readiness

n Being well nourished and rested

n Being able to communicate needs, thoughts, and wants verbally

n Being enthusiastic and c______________________ in approaching new activities

n Taking turns and sharing

Activities most effective in Promoting Successful Transitions to Kindergarten

n Coordinating Pre-K and K programs including curriculum and orientation visits for families

n Establishing communication between Pre-K and K staff

n Involving __________________________ in transition activities

Celebrating transitions in the early years

n Have a children’s fair to display a sampling of the children’s artwork done throughout the year.

n Organize a family p__________________.

n Invite teachers from the schools where the children will attend.

n Publish books of the children’s favorite things, poems, and sayings.

n Plan a family meal.

n Share the memories

n Prepare for the next class

n Take a f _______ to the new school or room that many of the children will attend.

BACK

Kindergarten Policies - What is Best for Children? from NAEYC

The Role of Kindergarten Over the Years

n Bridge between ____________ and school

n Training ground for first grade

n Program to help eliminate ______________________

n Means of helping children to socialize

n Source of moral instruction

n Program to free mothers _____ ____________________

n Program to teach children to think logically

n Various teaching methods have been used over the years - with more and less structure

n There is pressure to teach children to read - began more than _____ years ago

n Lately there is heavy emphasis on ____________________________

n The most important thing to keep in mind is that KINDERGARTEN IS FOR ___________________________!

Entrance Age

n Some recommend waiting a Year before starting K - based on the belief that older is better

n Problems:

– Children may become bored

– May have lowered _____________________

– May have more behavior problems

– May not identify problems as early - such as vision or hearing

n Often those encourage to wait are those who _________ ____ _____________

n Waiting a year will not help if there is an inappropriate curriculum.

Transition Programs

n Prior to K or Between K and 1st Grade

n Children are often labeled “slow”

n May have lowered __________________________

n Often have teachers not trained in Early Childhood

n Can be harmful to self esteem

n Research shows that these children do not do better in school as a result of the transition year.

n Legal Issues

Do we have a right to ___________________ ______________ __________ of the regular kindergarten program?

Repeating Kindergarten

n May have loss of self esteem

n May loose friendships

n May loose interest in school

n Expectations may be lowered

n May effect the entire school year

n There is evidence to suggest that there is little to no academic benefit but tremendous potential for harm to the child and family

Kindergarten Entrance Testing

n State and Federal Laws impact the process

– PL 94-142

– PL 99-457

– ________________ ____________________________

– Required districts to “find” and “serve” children with special needs

– We need to screen and determine if further testing is needed and provide them with an appropriate program with an IEP or IFSP

Reasons for Testing

n Laws

n ______________________________ issues - often includes standardized tests

n Emphasis on teaching more academics - so children had to be “ready” for them

n More tests are available

n Tests can provide us with a lot of helpful information - identify special needs and know what needs to be taught

Problems associated with Testing

n Provide limited picture of child’s ___________________________

n Give a look at a child only on that given day

n Measures only a few areas

n May have a lack of validity or reliability

n Programs may teach to the test - resulting in children looking only for the “right” answer.

Types of Tests

n Screening

– Provides a brief look at the child

– Easy to administer

– Inexpensive

– __________________

– Used to determine if more assessments are needed

n Diagnostic Tests

– More in-depth

– Provides more __________________________

– Requires more training

n Readiness Tests

– Designed to determine “readiness for a program”

– Error rate of 50%

The question is not so much is the child ready for Kindergarten - but

IS THE __________________________READY FOR THE ________________!

Reaching Potentials p. 24

NAEYC

Additional Information on Transitions

Outcomes of Successful Transitions

n The Family will be informed of their options and have opportunities to choose their level of involvement

n There will be few, if any, g______________ between services

n The child and family will adjust with minimum disruption

n Program to free mothers _ ________________

n Often those encourage to wait are those who _ _____

Do we have a right to _______ of the regular kindergarten program?

– ____________

IS THE __________READY FOR THE !

Areas parents can promote for their child to promote success in school
(according to the National Educational Goals Panel)

n Take a f _______ to the new school or room that many of the children will attend.