Kindergarten Reflection Paper

Early childhood is a time of curiosity, a time for play, and a time of rapid development. Every child is unique and deserving of an early childhood education that facilitates academic, social, and developmental growth through a variety of enjoyable experiences. Differentiated instruction adapts content, products and processes to meet the diverse learning needs and preferences of students (Thousand, Villa, & Nevin, 2007). Friedrich Froebel, the creator of Kindergarten, believed that children grow and learn as they play (Bruno, 2009). Play-based instruction not only enables young learners to have fun, but it also encourages interactive and cooperative learning, passion for discovery, and a foundation for later learning experiences

Oftentimes, children who are not introduced to the guidelines and principles of their kindergarten classroom spend much of their first year trying to catch up to their peers. By implementing a universal preschool, early childhood educators are able to apply kindergarten policies to their classroom procedures in an effort to prepare students for the transition. For instance, when the educators from various grades are able to communicate with one another, health records, learning disabilities and classroom procedures are discussed and teachers are able to employ solutions before the school year starts. As many as half of all children entering kindergarten display difficulties in the transition. Moreover, teachers expect children to have certain skills sets upon entering the classroom that they may not possess. Finally, kindergarten teachers identified weaknesses in academic and social kills, including the inability to follow directions, working independently or perform adequately in a formal school setting (Stormont, 213). By introducing children to these basic skill sets in preschool, they are able to transition smoothly to kindergarten and succeed among their

While likely unfit to verbalize the reality, at five years old youngsters discover that there is no space for tyke coordinated immediacy or inventive proposal in the American school classroom. The basic role of kindergarten is to show children the understudy part, comprising of accommodating, arranging, following bearings, not intruding, and so on. The instructor in Gracey's article, Kindergarten as Boot Camp, Edith Kerr, gave a reasonable case of how well meaning, not well prepared educators methodically wipe out the unconstrained interests and perceptions of understudies. Kerr more than once disregarded the kids in such endeavors and declined to go astray from the organized lesson design. Having kids take in the understudy part is certain

Currently, nearly half of all kindergarten teachers report that their children have problems that hinder their success. Children unprepared for kindergarten tax the resources of the entire system. In the long term the unprepare chilern become a burden to all of society. However, classrooms where all children are prepared have higher learning productivity and classroom

Every stage in the span of life is critical and valuable, as each stage builds upon the last stage and lays the groundwork for the next stage. Middle Childhood is a developmental stage that spans the time from age seven to age eleven that is filled with both complex and simple changes that span multiple categories of development including cognitive, physical, social, emotional, moral, and spiritual development. In each category leaps and bounds of progress are made. While some of these changes and progressions are obvious, such as the serious physical changes that a child in this age range undergoes, some changes are not as obvious. This is the stage where an individual begins to become more aware of themselves and the perspectives of others.

To achieve those goals, social as well as academic development has to occur. Therefore, it is paramount for parents and teachers to advocate for their students and the way they learn. Together, there is a voice. As the quality of kindergarten instruction

All items are within reach and are open for children to explore. Areas are set to encourage children to engage and were also linked to the Kindergarten study. The materials and activities are age- appropriate and are pre- academic review for most of the preschoolers. The activities provided are set to meet levels of development that are recorded in the Teaching Strategies Gold observation tool. Each child has a profile and each observation is entered to analyze and plan in order to individualize the needs of each child to develop accordingly.

The reason children attend kindergarten today is so they can be taught a meaningful and balanced curriculum filled with skills and information. Teachers do this through age-appropriate activities that encourage the children to learn more (Marzollo, 1987). In order for children to develop the necessary skills for success in life, they need to attend kindergarten. In full day kindergarten programs more time is available to develop the necessary social and academic skills children need for success later on (“Full-day and half-day kindergarten in the United States”, 2004). Full day programs have become more and more popular in the past few decades. In the 1970s fewer than 15% of all five-year-olds in the US

These are important grades as student begin to separate from kindergartener behaviour. Constant play time has been replaced with learning activities. Students are expected to read, write and sometimes learn independently with only little guidance from the teacher. Basic skills such as language development, speaking, writing and reading comprehension start to establish in grades one and two. Children in the elementary schools are still growing both psychically and intellectually which is why character development created by the education system and the teacher is of great importance.

I wish I was told what I was going through physically and emotionally throughout my childhood. This is a paper about my life and I will incorporate the course material throughout this assignment. I remember when I was around 5 years old when my brother accidentally cut off his finger with a small saw. We were doing yard work and were all helping and I turn around to see my little brother with a small saw. He pressed the button which turned on the machine and there his finger was on the grass. I was so shocked to see what had happened and I screamed for mom and dad. He was in so much shock that he didn’t even move. It was so bloody that I almost passed out because I felt so queasy. Sigmund Freud would say that was a traumatic experience for

This will familiarize children with the basics of reading at an early age while promoting the recognition of letters and ultimately, words (“Preparing for Kindergarten,” 2012, p. 28). It is essential that a child’s verbal language abilities be formed prior to their entrance into kindergarten. This means the child is expected to identify items in their surroundings, comprehend directions, and communicate using full sentences (“Preparing for Kindergarten,” 2012, p. 28). The article also discusses the importance of early mathematical abilities. Parents should teach children how to count to ten before they become kindergarteners (“Preparing for Kindergarten,” 2012, p. 32). The role of teachers in this endeavor is critical to ensuring the success of all students. However, it is important for teachers to be cognizant of differences among children in terms of reading level. Also, there may be some students who cannot count that high or others who have no prior experience at all with counting. For example, some parents may not read to their children on a daily basis, some students may be English language learners, and other students may struggle with a learning disability. When developing a lesson plan, differentiated instruction is required. This will allow the material to be adapted to various capabilities and learning styles. The ultimate goal is to successfully form the foundation of a student’s academic

On average, 50% of children in the United States do not attend preschool (Annie E. Casey Foundation’s annual Kids Count, 2012). For many children, the most important and vital schooling comes before they even enter kindergarten. Children who attend preschool before entering kindergarten do not only learn things such as counting and their ABC’s but they are offered a chance to learn social and emotional skills, how to interact with other children, and how to network in a structured setting. Children who do not have the opportunity to learn these essential advantages are not as prepared for kindergarten as children who have (Linda Broatch, M.A., 2013). Many children enter kindergarten without ever having the opportunity to be in a structured environment. These children struggle learning new rules, guidelines, and procedures that are necessary to know when attending kindergarten. Between the ages of 3 and 5, a child 's vocabulary grows from about 900 to 2,500 words, and his/her sentences become more complex (Linda Broatch, M.A., 2013). Attending preschool helps children expand their vocabulary at a young age. It also gives them a chance to use their senses to explain and discover why things happen. The research proposal, as presented in this paper, will focus on the effects of children who attend preschool before kindergarten. The psychological perspective in which I will view this problem is the positive psychology perspective (Hockenbury, 2011). I believe that attending

The goal is to prepare children for kindergarten by providing them opportunity to learn by exploring and interacting with other children and adults. The curriculum is guided through the Pre-kindergarten Common Core Learning Standards. The evaluation of the program is done on the state and federal level because it’s a dual funding source. They also have further evaluations internally by the sponsoring board and self-assessment on a continuous basis.

In some cases children, kindergarten is their first taste of education and the first time they are separated from their parents. Kindergarten is vital part of school because the transition from life at home to school needs to be smooth for everyone. That includes the parents, teachers and most importantly the child. The Common Core Standards have been implemented throughout the states, kindergarten readiness has been on the teachers and parents mind more often. Kindergarten readiness or school readiness means development of skills in academically, socially, and emotionally for a formal academic setting. Starting early and providing children with skills across the domains of academic, emotional, and social can make a critical difference

According to Maxwell & Clifford (2004), “School readiness involves more than just children. School readiness, in the broadest sense, is about children, families, early environments, schools, and communities. Children are not innately “ready” or “not ready” for school. Their skills and development are strongly influenced by their families and through their interactions with other people and environments before coming to school” (p. 42). Interaction of children with their teachers, parents and surroundings provide enriched and learning experiences to the child that lays the groundwork for further learning and development. Although school readiness is a multi-dimensional concept that has many advantages, but it has been becoming a discourse within the field of early childhood education. There are certain fixed goals, procedures and outcomes and child is viewed as ‘incomplete’ which has to ‘become complete’ by engaging in certain activities that enhance their learning and development. The children are classified into