Have you ever had a parent ask you if her/his child is ready for kindergarten? Have you ever heard a teacher complain about a child who doesn’t have enough academic skills to be in kindergarten?
I’ve been wondering a lot about these two questions.
Checking online, I found one after the other websites-advising parents about kindergarten readiness. Some sites discuss the pros and cons of redshirting, keeping a child back from kindergarten so as to give (usually) him an extra ‘edge’ in the grade and also giving him time to develop the ability to sit still for extended periods – time for hours of reading, writing, phonics and math.
My big question is this: Shouldn’t kindergarten be ready for all children?
Shouldn’t teachers (and administrators, of course) understand that within this kindergarten age group there’s a wide range of development, physically, socially and intellectually?
New York State, among many others, has adopted the Common Core Standards (a document that defines, grade by grade, what children should be able to do in reading, phonics, writing and math by the end of the school year.) These prescriptions are all about ‘academics’. Social and emotional issues are not even addressed. I could go on and on criticizing all different parts of these ‘standards’ but unfortunately this is what schools must consider when thinking about classroom practices.
What I’m noticing is that many schools seem to be feeding the fire of this hysteria by assuming that kindergarten must now, because of the standards, become the ‘new first grade.’ Hence come the fears and anxieties of parents who naturally want to protect their children and insure their school success.
However, I strongly believe that teachers (and administrators) should analyze these standards and then revisit the writings of John Dewey and Lev Vygotsky. It is possible to create classrooms where children have many opportunities to learn through exploration, play, exciting inquiry projects, singing songs, reading funny big book stories together and also meet the standards. This can, and should, be a class where there is an environment of stress-free learning and fun.
When I work as a consultant in kindergarten classes, I always stress the importance of keeping inquiry-based explorations and play at the core of the child’s day. Reading, writing and math workshops certainly can by incorporated into the program but they shouldn’t be the focus of the child’s day. When I was teaching, I certainly did have those workshops, but my day always began with a group meeting that flowed into choice time centers. I put a lot of thought into planning centers that challenged the children while they were playing and having fun. This started our school day with energy and good feelings.
Now, returning to those standards for kindergarten, here are some thoughts:
Why not sing Down by the Bay, Jenny Jenkins and many of the other rhyming songs, where children need to listen for and generate rhymes? Won’t children then be demonstrating an understanding of how to “recognize and produce rhyming words” and have fun at the same time?
Why not introduce an inquiry into the names of classmates? Children will gain contextual practice in recognizing alphabet letters. They’ll have many phonological and phonetic experiences when they clap out the syllables of the names and make interesting comparisons and ‘noticings’ (“Look! Akhira and Alexandra both start with A and end with A” “Lee only has 3 letters and it has one clap. Barbara has more letters and it has 3 claps”. “If we take away Pam’s P and change it for an S…its Sam! Pam and Sam have rhyming names!”) With teacher guidance, they begin learning the small, frequently used words that are hiding inside names (am is in Sam, and is in Randy, in is in Devin…).
Inquiry projects provide unlimited opportunities for teachers to keep an eye on helping children meet the standards. For example when children study the trees around the school, they get to make shape comparisons, measure tree trunks, see how leaves can float (if they’re lucky enough to have a water exploration center in the classroom!), learn how to use nonfiction texts to get new information By exploring a topic that is of interest and that is a part of their real world, children learn that they can use a variety of tools and strategies to look for answers to their questions. They become researchers!
If we were to judge how young children learn best by putting inquiry based learning on one side of a scale and hours of paper and pencil instruction on the other, I think that the result is a no-brainer. I believe that the scale would tip down on the side of inquiry. On the inquiry side children have fun while learning and practicing skills such as formulating and asking questions, recording information, purposefully using a variety of math strategies, working cooperatively in groups, and using many different avenues and materials for making discoveries.
When teachers move towards a constructivist approach, the knowledge and needs of the children becomes central. This is different than a teacher-led programmatic approach where the program goals are central and the children must adjust to them. By designing instruction based on the children’s prior knowledge there are more opportunities for children to feel successful. When a teacher gives children opportunities to explore areas that interest them, she is helping children develop a disposition to become self-directed life-long learners.
This is what kindergarten should be. In this type of classroom, kindergarten is ready for the child!