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Promoting Healthy Transitions from Preschool to Kindergarten

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Promoting Healthy Transitions from Preschool to Kindergarten 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 stan- dards 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 learn- ing and stimulating their interest in © Ellen B. Senisi school. 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, kin- dergartners are expected to become independent and to keep up with academic work such as reading, writ- ing, and math. Unfortunately, the new curriculum expectations in kindergar- ten 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.
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