Transition can be difficult for young students. It is important to let children know what they will be expecting in their new journey into kindergarten. As a preschool teacher teaching the children about their new routine that they will be a part of in kindergarten will be helpful for the transition. Good communication between preschool teachers and kindergarten teachers is extremely beneficial for the process of transitioning the students. Setting up a time to visit a kindergarten and possibly implementing a lesson plan or part of their routine into the preschool classroom will create an easy transition. Transitioning students out of kindergarten into first grade is just as important as transitioning students into kindergarten. Working on
First of all, kindergarten is an important school development in children. One of the teachers said that kindergarten children are so lovely and easy to mold them the way one wants. Kindergarten students have not being in any school setting before and they are mostly coming from home, parents, grandparents or their caregivers. They also absorb and believe
Morality, which is one’s general standards about right and wrong behavior, also includes prosocial behavior and other traits such as honesty, fairness, and concern about other people’s rights and welfare (Omrod, 2014). Both morality and prosocial behavior involve multiple parts of the brain, emotions and complex reasoning abilities. Some age-typical characteristics for preschool aged children include, some understanding that behaviors causing physical or psychological harm are morally wrong, a sense of guilt and shame about misbehaviors that cause harm to others, also display empathy and sympathy, and children at this age also show an appreciation for the need to be fair.
As you walk into the room, a pint-sized kid runs up to your legs and squeezes your knees. Squeals of delight bounce off the walls as kids boogie to Disney tunes, and another group is meticulously drawing pictures of rainbow colored snowmen. The faint smell of freshly baked chocolate chip cookies wafts through the room. Everywhere you look, there are smiles. Sounds great? Attending preschool is like running through a field of dreams. Unfortunately, not every child gets the opportunity to experience preschool.
The article “Assessing Transition Skills in the 21st Century”, which was published in the journal TEACHING Exceptional Children, gave me plenty of insight regarding the transition assessment practice. This article began with a scenario of a new teacher who was unsure about transition assessments. She did not know what to assess, where she could find assessments, and how to analyze and evaluate the data from assessments. Throughout the article, an older teacher helps her learn these important components of transition assessments between text describing these components more in-depth.
Various advocates have made changes towards Special Education over the past hundred years. These changes have made substantial improvements in Special Education, but could also be seen as challenges. As a preschool teacher in an inclusive classroom, I have personally seen the improvements and setbacks these changes have made for my students with disabilities and their families. In this essay, I will be discussing specifically the changes made in Early Childhood Special Education. There are three changes that I will discuss; changes made to the Individuals with Disabilities Education Act (IDEA), Least Restrictive Environments (LRE) in an early childhood setting, and Early Intervention Programs (EIP).
Wellness is imperative to a healthy life. Sometimes, people do not really consider what makes up wellness, they simply think of it as being “well”. Wellness may be a state of being “well”, however, it incorporates different areas such as nutrition, health, safety, nurturing, and emotional stability. People must be healthy in all of these areas in order to achieve wellness. This is not an easy task for an adult but definitely not for children. In order for children to achieve wellness, they are completely dependent upon the adults in their lives; parents / caregivers, friends, and teachers.
There are about a million and one things to look into when parents are deciding if they will send their child to preschool. The history of preschool shows a lot of interesting information about how preschools have changed and how they affect students. It is said that preschool will give students a head start. There is also the price to think about when sending children off to preschool. But those are just a few of the many factors people may think about before sending their little one off to school. Some other things that are not usually brought up right up front are locations of preschools, the curriculum taught, the types of teachers, etc. People generally just think about the cost and the fact they have a place to send their child to learn while they work.
get along with other kids, and to share, and color in the lines. In Kindergarten
Preschool isn't just a place for parents to drop off their children while they are at work for the day. It is in preschool where children learn the necessary skills needed to succeed in school and in life. With high-quality preschools and qualified teachers the possibilities are endless. It's not only the children who reap the benefits of Early Childhood Education; their parents, fellow peers, and even society feel the positive effects of quality preschool programs. Children enrolled in quality preschool programs are more likely to succeed academically and socially when they are older.
McWayne, C., Cheung, K., Green Wright, L. E., & Hahs-Vaughn, D. L. (2012). Patterns of school readiness among head start children: Meaningful within-group variability during the transition to kindergarten. Journal of Educational Psychology, 104(3), 862-878. doi: 1939-2176
Yeboah, D.A. (2002). Enhancing transition from early childhood phase to primary education: Evidence from the research literature. Early Years, 22 (1), 51-68.
As a result, they are not receiving the information that is being taught. Factors that influence children’s transition to kindergarten include children’s home environment and the preschool program they attend between preschool and kindergarten (Deyll-Gingold, 2007). Here are some kindergarten expectations students should know before they enter kindergarten: Language and literacy is considered a personal investment for young children. Teachers may have letter links in the children’s writing area where children can write their names at their own discretion. Also, children will be able to sign in on a sign in sheet in the morning when the children enter the classroom.
Early childhood education is teaching imparted to children of up to about eight years either formally or informally. Studies have shown the physical, emotional and social development of young children directly affects their overall growth and the adults they grew to be. Children enrolled in formal education programs that give them a head start before kindergarten tend to be more well behaved, learn faster and have higher IQ scores than their peers who did not get a prior formal education before kindergarten enrollment. However, critics of early childhood education claim only make a between children during kindergarten, first and second grade however during the subsequent years children who did not undergo initial childhood education
Attending kindergarten means having more structure in a child’s young life, and they are ready for it after going to preschool. They have learned to socialize, follow simple rules, and stay on a task longer and longer. They are now ready for more intense learning; this is an opportune time for a teacher to harness the mind and still keep the fun and adventure of a kindergartener’s mind going.
Entering my kindergarten teaching experience in the last quarter of school year I had to quickly become familiar with kindergarten content standards and the school’s curriculum. To do this I observed my mentor teachers instructional time with the children and gained as much information as I could about the children’s educational standing by developing a professional relationship with the my mentor teacher and the children. I learned that the majority of my kindergarten children had not previously attended preschool and that this was their first year of school. I found that interacting with the children in social activities provided me with great insight to their literacy, math, science, and social studies development. In reviewing the children’s class projects, school displays, and an array of their work sample along with my mentor teachers year-long assessments I was able to recognize challenging, emerging and advanced content areas of the children’s core curriculum. These emerging and challenging content areas is what I centered my curriculum planning around. “Information about each child’s learning and development is used to evaluate teaching effectiveness. This may lead to changes in schedule, curriculum and teaching strategies, room set up, resources, and so on.” (Bredekamp and Copple, p. 249)