![]() ![]() Children and parents look forward to school.Children receive curriculum individualized to meet their own needs and strengths.Children are read to by teachers during the day and in small groups, not just during group story time.Children have long periods (at least an hour) of playing and exploring, including playing outside daily, and do not fill out worksheets.Children learn numbers and the alphabet during everyday experiences, not solely during instructional times.Children’s work decorates the classroom.Children receive individual and small-group work time with teachers, not solely large-group work time with teachers.Children have access to variety of activities and materials. ![]() Children are active, playing and working with other children and materials.The following list is adapted from the NAEYC list of the “Top 10 Signs of a Good Kindergarten Classroom”: High quality programs recognize the importance of play and view teachers as facilitators of learning. Small group and individualized teacher-directed activities, as well as child-initiated activities, are essential to successful kindergarten programs. For example, a “trip to the store” can provide a language experience, a math lesson, and a science lesson: The language experience is making a grocery list, the math lesson is measuring the ingredients that the children buy, and the science lesson is the discussion about what happens when the ingredients are mixed and baked. Because children entering kindergarten vary widely in maturity, teachers need to provide several levels of learning experience for each activity. Many states are now developing guidelines for children ages six and younger based on the National Association for the Education of Young Children’s (NAEYC) list of “developmentally appropriate practices.” The major challenge facing kindergarten is to provide developmentally and individually appropriate learning environments for all children who are legally old enough to attend kindergarten. Full-day programs designed to push children to learn academic skills before they are really ready are likely to backfire. ![]() However, to be effective, both half-day and full-day programs must be geared to the development young children. Full-day kindergartens appear to have many advantages to school districts and to parents. In addition, the increasing number of single-parent families also means that more parents may seek a full-day kindergarten program to better accommodate work schedules and provide a more consistent learning and care environment for their children.įinally, interest in academic preparation to ensure later school success has created a demand for early school programs. Many children are used to a full-day program and may seem ready for a full day of kindergarten. Today, many five-year-olds not only receive more educational opportunities, but they also experience more social, emotional, and physical activities. READ MORE: Exipure Review : Weight loss Pills Dosage, Works, Usesīecause more and more children participate in preschool programs, kindergarten is no longer the first school experience for many children. By 2000, 88% of five-year-olds in the United States were enrolled in a school-based kindergarten program. ![]() During the Depression many school districts cut back on kindergarten, but the programs grew again following World War II. Kindergarten initially became popular after World War I, when part-day programs were first used to serve more children and save money. ![]()
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