installment payments on your http://www.earlychildhoodnews.com/earlychildhood/article_view.aspx?ArticleID=477 Successful Transition to Kindergarten: The Role of Teachers & Parents Simply by Pam Deyell-Gingold
While new kindergartners happen to be worrying about regardless of whether anyone will probably be their friend and if they shall be able to find the bathroom, their preschool teachers are thinking about if they've succeeded at preparing their particular small learners for this big transition. Recently the role of pre-school has changed from an extension of preschool into a much more educational environment as a result of new criteria in the public schools that " push back” academics skills to earlier grades. � �
How can we ensure that the students make a smooth transition? Are our students fully developed enough? What can we carry out to make them " more” ready? This post will explore the abilities that amount to kindergarten " readiness, ” how kindergarten teachers can collaborate with parents and kindergarten educators to make the procedure more rewarding for all, and activities to assist prepare children for what will be expected of those in pre-school. �
The Transition Procedure
Children go through many changes throughout all their lives, but one of the most essential transitions may be the one coming from a preschool program to kindergarten. " During this period behavior is shaped and attitudes happen to be formed that may influence children throughout their very own education” (PTA and Head Start, 1999). Kids transitions are most strongly influenced by their home environment, the preschool program that they attend, plus the continuity among preschool and kindergarten (Riedinger, 1997). � �
In 1995, Head Start and the Parent Teacher Association (PTA) commenced a plan to make a partnership between your two agencies in order to produce effective transition practices and to promote continuity in mother or father and relatives involvement in the schools. Three pilot courses were examined to determine " best practice” in kindergarten transition, also to foster the continuing strong involvement of families in their children's education. They will worked with fundamental schools to develop parent-friendly conditions and to develop strategies that lessen the barriers to involvement (Head Start & PTA, 1999). Even Start, a federal plan for low-income families executed to improve educational opportunities for children and adults, also helps parents to work with the school system to aid their children be successful. Their research found that parents felt that the way in which Even Start focuses on the family talents rather than disadvantages and allows the people to identify their particular needs, strengthened them more than anything else to help them to support their children at school (Riedinger, 1997). �
A 1998 study by the Countrywide Center to get Early Development & Learning of practically 3, 600 kindergarten professors nationwide suggested that 48 percent of youngsters have modest to critical problems moving to kindergarten. Teachers are generally concerned about kid's skills in following directions, academics, and working individually. There seems to be considered a discrepancy involving the expectations of teachers as well as the actual expertise of pre-school children. Therefore , a need for kindergarten teachers to work together with both father and mother and preschool teachers is present (Pianta & Cox, 1998). School preparedness is more than the usual matter of academics, though. Because reported within a National Education Goals -panel in 1998; " The prevailing view today, however , is that readiness shows a range of dimensions, for example a child's health and physical advancement, social and emotional advancement, approaches to learning, language and communication expertise, and cognitive and standard knowledge” (California Department of Education, 2000). �
Traditionally, kindergarten was a " kid's garden”: a place to have interaction for the...
References: Bredekamp, S. & Copple, C. (1997) Developmentally appropriate practice for early on childhood programs. Revised model. Washington, DC: NAEYC. �
California Dept of Ed., (2000). Prekindergarten learning and development recommendations. Sacramento, CALIFORNIA.
Jones, At the., Evans, K., & Rencken, K. (2001) The Energetic Kindergarten, NAEYC publications. �
Karr-Jelinek, C. (1994). Move to pre-school: Parents and teachers working together. Educational Methods Information Center.
Ladd, G. W., 1990