Promoting Healthy Transitions from Preschool to Kindergarten

Bweikia Foster Steen

One Monday morning as I was prepar- ing for the school day, a mother franti- cally swung open the classroom door and said, “I’m so sorry. I put Kendall’s weekly homework in his backpack yesterday morning, but when I checked his backpack last night, I found the homework still there.” “Oh,” I replied, “Don’t worry about it. I remind the children to turn in their homework, but it’s still the beginning of the year. It will take them a while to get used to the routines.” “Well, this sure is different. I didn’t realize kindergartners had homework. Boy! What will second and third grade

be like?” © Ellen B. Senisi

he transition from preschool to other academic areas. I explain that for all and requires educators to be kindergarten can be an upset- we approach these academic subjects sensitive and understanding. T ting and confusing time for in developmentally appropriate ways. The foundation for academic suc- young children and their families. Also, family members are becoming cess is laid during the early years, Every year during the first month of acquainted with the new routines and but this is also a time when some kindergarten, parents approach me responsibilities. They may notice that children may begin to express dislike with questions and concerns about their child is tired or for school. Children the new and seemingly unrealistic developing a nega- may develop apathy academic expectations for kindergart- tive attitude toward Children who tran- toward school dur- ners. Many children experience a full school. Today’s sition successfully ing first and second school day for the first time and face educational climate grades in particu- new classroom responsibilities, less is different from the actively engage in lar (Davis 2005). time for play, and an increased focus one most parents learning and adapt Research shows that on reading, writing, mathematics, and recall from their when children do not childhood, which to the new setting. transition success- may lead to mis- fully to kindergarten, Bweikia Foster Steen, EdD, is an assis- tant professor in the early childhood and understanding and their academic and elementary education program at Trinity confusion. They might remember their social-emotional progress can be hin- Washington University, in Washington, kindergarten experience as simply dered, whereas children who transi- D.C. [email protected] playing, eating snack and lunch, and tion successfully actively engage in taking naps. The transition from pre- learning and adapt to the new setting ® school to kindergarten may be jolting (Harbin et al. 2007). 1, 2, 6

90 Young Children • March 2011 At the beginning of my career, before teaching my first day of kindergarten, I prepared all of the lessons for the day: journal It is important for early childhood involve and keep families informed writing, read-alouds, math, and educators to consider the stress for about the new procedures, expecta- so on. I began the morning with children and families that is associ- tions, and routines of kindergarten. a read-aloud. Within the first few ated with entering a more structured Teachers can use the following minutes of reading the story, a environment. Kindergarten serves as strategies to ease the transition from child raised his hand and asked, an introduction to formal schooling, preschool to kindergarten for both “Teacher, when are we going to with new challenges for children’s children and their families. play and paint?” What? I hadn’t development in all domains. During scheduled any time for playing this time of transition, teachers can or painting. Had he not seen the look for best practices to engage chil- Acknowledge each child’s state early learning standards? dren and ensure that they maintain talents, strengths, and Young children—including kin- the same enthusiasm toward school learning styles dergartners—need opportunities that they had during preschool. Best to play. Play enhances learning practices require Effective kindergar- and the development of social, educators to con- ten teachers devote emotional, cognitive, physical, tinuously reflect Teachers can look the first few weeks and language skills (Paley 2004). and consider of the school year Play also allows teachers to how their teach- for best practices to getting to know get to know each child (NAEYC 2009). Play gives children oppor- ing practices each child, family, to engage children tunities to socialize, express and foster children’s and community. regulate emotions, and build development and and ensure that they They use what they their understanding of the world. produce real and learn to individualize maintain the same Additionally, play allows the lasting learning their expectations teacher to observe and interact, (Epstein 2007). enthusiasm toward and instructions as when appropriate, to enrich the Best practices school that they had well as children’s experience of each child (for also include strat- responsibilities, such during preschool. example, a teacher might intro- egies that actively as putting away toys duce or reinforce vocabulary or suggest a way two children can play together). Such interactions can impact a child’s confidence and motivation (Henniger 2009; Bodrova & Leong 2007). Yes, ensuring that children meet state early learning standards is important, but getting to know each child and building a classroom community are equally important.

and supplies, storing lunch containers on the shelf in the corner, or hang- ing coats in the cubby area. Meeting children where they are cognitively, socially, and physically can help prevent frustration and disinterest in school. Being realistic does not mean lowering academic expectations for the child, but rather supporting young children’s development and learning and stimulating their interest in

Young Children • March 2011 91 The following activities can help kin- on hand for children who do not their favorite stuffed animal to share dergarten teachers develop a rapport have easy access to family photos. with the class. with children. When choosing activi- Whatever children bring, allow Eat lunch with children. Once a ties to try out, be aware of the unique plenty of time for sharing during the week, choose one or two children life circumstances and structures of school day. Ask parents if you can to eat lunch with. (Make sure every the families of children in your class. keep the photos for a few months child has an opportunity to eat lunch Consider whether all children and so children can continue to look with the teacher during the first few families can complete the activity through the pictures and get to know months of the school year.) At lunch, without difficulty or embarrassment. their classmates. ask questions such as, What is your Keep in mind that homework assign- Superstar poster. Randomly choose favorite food? How many brothers ments for kindergartners, particularly one child to be the superstar for a and sisters do you have? What do at the beginning of the year, are likely week. (Make sure every child has you like to do outside of school— to be completed with help from a fam- a turn being the superstar during karate, drawing, playing with ily member. the first few months of the school friends? This will help you incorpo- Five in a bag. Assign this activity year.) Send home poster board and rate individual children’s strengths within the first two weeks of school. a note asking parents to help the and interests into classroom rou- Give each child a brown paper lunch child make a poster with photos or tines and activities. Remember to bag. Ask families to help their child drawings of their family, holidays, share about yourself as well! think of five things that tell their hobbies, and so on. Use a pretend or real microphone to allow each classmates something about them. Be patient and listen to the Children can use the bag to hold the superstar to share the poster. After five things or draw pictures of the the sharing, invite the other children needs of each child five things and place them in the to interview him or her. Time is one of the most valuable bag. Review the contents of the bags Favorite book. Ask children to pres- things a teacher can give a child, and to make sure they are appropriate ent their favorite book to the class. it is an important factor in promoting for sharing. Then, invite children to Some children may not have books successful transitions (Harbin et al. share their chosen items with the at home, so tell everyone they can 2007). Children don’t all learn in the class. bring a book from the library (school, same way at the same time. Some chil- Family photographs. Ask children to public, or classroom) or from home. dren require more one-on-one interac- bring in family photos to share with Special stuffed animal. Some kinder- tions and attention from the teacher the class. It is possible that some gartners feel safer and more secure to get used to new classroom routines children will bring in entire photo when they bring a special toy from and expectations. albums. Have disposable cameras home. Invite children to bring in In many public school systems, kindergartners are expected to become independent and to keep up with academic work such as reading, writing, and math. Unfortunately, the new curriculum expectations in kindergarten can leave some children behind because they need more time to achieve learning goals. Teachers need to learn what works for each child. Explain what is expected for behav- ior in the classroom and in the school. Be consistent and fair. Don’t jump to conclusions or make assumptions about children, such as this child must need medicine because he cannot sit for very long or that child is ready for first grade because she writes so well. During kindergarten, children learn to share, cooperate, discuss, and socialize, and for some children, these

Courtesy of the author are new skills. Children bring to the

92 Young Children • March 2011 • Go outside for recess and partici- Young children know when pate with the children. • Interact with children when they teachers are sincere about devel- play inside the classroom. oping relationships with them. • Greet each child at the classroom door at drop-off time and say good- bye at pickup time. • Ask children about their weekend. or provide manipulatives to Keep a picture of each child and a help children understand math weekend news chart. Write one sen- concepts. tence about children’s weekends by their picture. This provides a model Create relationships for sentence structure and helps you learn valuable information about each Children learn best in the child and his or her interests outside context of positive relation- of the classroom. ships. Connect individually • Set up individual mailboxes. Write with all of the children, show- notes to children. Ask questions and ing them that you are truly invite them to respond by writing or interested in them, their expe- drawing. Soon, they’ll start writing riences, and their family. Young notes or making drawings for their Infancy_NAEYC Ad_2011:Layout 1 1/3/11children 3:38 know PM when Page teachers 1 classmates. are sincere about develop- © Ellen B. Senisi • Invite children at the end of the day ing relationships with them. to share what they did and learned. classroom different backgrounds, Establishing a caring, inclusive com- Ask, “What was your favorite part of interests, experiences, learning styles, munity in which all children develop the day?” and needs, and they need time to and learn (NAEYC 2009) is a develop- understand how to respect and accept mentally appropriate practice. Strong, everyone in the group (NAEYC 2009). reciprocal relationships between Ensure smooth transitions These ideas help teachers address teachers and children lead children for families children’s unique characteristics. to build trust. This helps them adjust • Post a daily schedule that has words to kindergarten and become eager to When preschoolers transition to and pictures. During the first couple learn math, reading, and other aca- kindergarten, families experience of months, review the schedule with demic subjects. a transition as well (Harbin et al. the children as part of the morning To build relationships with young 2007). Teachers can use these three routine and periodically throughout children, teachers can use the follow- approaches to help families make a the day. This helps children begin ing methods: successful transition to kindergarten. to understand the daily routine and expectations. • Use picture cues to remind chil- The Infant and Family Development and Early Intervention Program dren about their responsibilities. For example, take photographs of children 24th Annual Bank Street College completing the various classroom Infancy Institute jobs and post the photos on the jobs Keynote Speaker: J. Ronald Lally, Ed.D. board. Or take photos of children “Early Infant Interactions Build the quietly reading a book and post the Foundation for Future Learning” photos in the classroom library. • Be creative: engage as many senses Infants, Toddlers, Families: Supporting Their Growth as possible to capture children’s inter- A 3-day Institute for Caregivers, Teachers, Directors, Trainers est. For example, incorporate cook- Tuesday, June 14 – Thursday, June 16, 2011 610 West 112th Street, New York, NY 10025 ing activities throughout the week, [email protected] lead a movement activity because all www.bankstreet.edu/infancyinstitute/ 212.875.4728 INNOVATION IN TEACHING AND LEARNING children need to be up and moving,

Young Children • March 2011 93 Develop partnerships Parents trust their children to be well cared for by school personnel. They expect educators to protect their children and support their learning. Some families automatically trust the teacher at the beginning of the school year, while others may first need to get to know you and understand your teaching approach and practices. Children do better in school when their family and teacher work as a team. Teachers can try these ideas. • Ask families to complete a questionnaire during the first week of school. Seek information about their child, goals for the child, and typical family routines and activities. It is important for teachers to understand that not all families will return the questionnaire, and that that is OK. Perhaps they

speak another language, maybe they © Ellen B. Senisi are too busy, or maybe they are hesi- tant to answer the questions because class. (If you have a classroom web- riculum addresses reading, math, and they do not feel comfortable. Respect site, keep in mind that not all families other areas, and how you will support their decision and do not judge them. have immediate access to a computer. their child’s learning and meet his or Remember to try other methods to Share information about community her needs (Harbin et al. 2007). Here learn about a child and family: call access to computers, for example, are a few ideas for teachers. home, send postcards, or ask a trans- at local libraries.) Mitchell and col- • Make the first contact to reassure lator to help you. leagues note, “It is best if your website parents about their child’s progress • Make at least two positive phone is password-protected and accessible during the transition. only to the families of children in the calls to each family at the beginning of • Keep a camera handy! Take photo- class” (Mitchell, Foulger, & Wetzel 47). the school year. Call once during the graphs of children and families. Post first week of school and once during them on the wall, include them on the the third week. Document the phone classroom website, or make a class calls to keep track of which families Foster ongoing communication family book. Send home photographs you have contacted and what you Whether or not this is a family’s of children actively involved in daily discussed. While e-mails are another first time sending a child to kindergar- classroom experiences. way to contact families, let parents ten, it is appropriate to offer helpful • Make a kindergarten photo album hear your voice at least twice before suggestions. Provide a list of general for each child. Take pictures through- corresponding through e-mails. ideas, such as how to talk with a kin- out the school year, making sure to • Begin corresponding with families dergartner about his or her activities take the same number of pictures of after the first month of school by at school, and make sure that families each child. Have the children select writing postcards, letters, or e-mails. have a clear understanding of how to and place their pictures in their photo Keep parents informed about school use the strategies. Parents will appreci- albums. Invite them to label and write and classroom activities and provide ate your taking the time to speak with about their pictures. This is a great positive feedback about their child’s them about their goals and concerns way to show parents what their child is involvement and progress. for their child. Communicate openly doing in class. Share the photo albums • Send home or post on the class- and honestly about each child’s prog- with parents during parent-teacher room website weekly newsletters that ress and about possible issues to conferences or Back to School Night. include a photograph of an activity address jointly. It is easier for families Send them home with the children on the class did that week. Over time, to adapt when they understand how the last day of school to serve as a way include photos of every child in the the day is structured, how the cur- to remember their kindergarten year!

94 Young Children • March 2011 Have an open door policy ties each child needs to have an equal References chance at success (Rief 2005). Parents may want to volunteer in During the first few weeks of school, Berns, R.M. 2009. Child, Family, School, Com- the beginning of the school year to munity: Socialization and Support. 8th ed. listen to children and their families. learn about the classroom routines Belmont, CA: Wadsworth. Work with each family to ensure a and environment. Encourage parents Bodrova, E., & D. Leong. 2007. Tools of the successful transition period and ulti- Mind: The Vygotskian Approach to Early to observe in the classroom before mately a successful kindergarten year. Childhood Education. Upper Saddle River, NJ: becoming a volunteer; this familiarizes Kindergarten teachers play an Pearson. them with the class routine and shows Davis, B. 2005. How to Teach Students Who important role in setting the tone for them how you interact with the chil- Don’t Look Like You: Culturally Relevant children’s future academic success. dren. The following suggestions can Teaching Strategies. Thousand Oaks, CA: Communication, compassion, creativ- Corwin. be helpful. ity, and a warm and nurturing envi- Epstein, A. 2007. The Intentional Teacher: • Prompt parents to write notes to ronment can help make kindergarten Choosing the Best Strategies for Young Chil- dren’s Learning. Washington, DC: NAEYC. their children when they observe. an enjoyable experience for both the Harbin, G., B. Rous, N. Peeler, J. Schuster, & K. They can leave notes in the child’s family and the child, and set a positive McCormick. 2007. Desired Family Outcomes mailbox. tone for the grades beyond. of the Early Childhood Transition Process. • Be flexible. Invite families to visit the That Monday morning long ago (see NECTC Research Brief #5. Lexington, KY: classroom when they are available. the opening vignette), I quickly realized National Early Childhood Transition Center. www.hdi.uky.edu/SF/NECTC. For example, some parents cannot that Kendall’s mother did not under- Henniger, M. 2009. Teaching Young Children: schedule a set time to volunteer. Keep stand the new expectations and rou- An Introduction. 4th ed. Upper Saddle River, all families involved in whatever way tines of kindergarten. I sat down with NJ: Pearson. possible. Some may work or attend her, and we discussed strategies she Mitchell, S., T.S. Foulger, & K. Wetzel. 2009. school full time. Discover families’ could use at home. Kendall could com- “Ten Tips for Involving Families through Internet-Based Communication.” Young interests and strengths and incorpo- plete one part of the packet each night, Children 64 (5): 46–49. rate them into the curriculum. for example, collecting data on what NAEYC. 2009. Developmentally Appropri- kinds of apples family members prefer. ate Practice in Early Childhood Programs His mother could remind Kendall on Serving Children from Birth through Age Friday morning to turn in his home- 8. Position statement. www.naeyc.org/ Fairness means provid- positionstatements/dap. work. I also reassured her that I would Paley, V. 2004. A Child’s Work: The Importance ing the individual sup- remind him to return his weekly home- of Fantasy Play. Chicago, IL: The University port, help, care, and work packet to the appropriate basket of Chicago Press. until he adjusted to the new class- Rief, S. 2005. How to Reach and Teach Children opportunities each child room routines. Kendall’s mother and I with ADD/ADHD. 2nd ed. San Francisco, CA: Jossey-Bass. needs to have an equal worked together and kept each other informed, and after a couple of months, chance at success. Copyright © 2011 by the National Association for the he and his mother had successfully Education of Young Children. See Permissions and transitioned to kindergarten. Reprints online at www.naeyc.org/yc/permissions. Conclusion

Most preschoolers enter kindergarten ready, excited, and eager to learn. Some, however, are worried and con- Mid-America Montessori fused about the unknown. When teachers have high expectations for each Teacher Training Institute child, develop relationships with each child, discover the talents of every Give a child the gift of learning…become a Montessori Teacher! child, and account for varied learning Infant/Toddler (0-3 Years) Early Childhood (2.5-6 Years) styles, children are more likely to have Elementary I (6-9 Years) Elementary I-II (6-12 Years) a smooth transition to kindergarten American Montessori Society Affiliated MACTE Accredited and achieve academic success (Berns Masters Degree Credits through Plymouth State College 2009). Fairness does not mean treat- (402) 393-1311 12344 Pacific Street Omaha, NE 68154 ing every child in exactly the same www.MontessoriAccredited.com way; it means providing the individual support, help, care, and opportuni-

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