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 Mrs. Probert's Kinder-Bugs! |
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What is Kindergarten All About?
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Why is Kindergarten so different? |
By James L Hymes Jr., ED Dept
National Association for the Education of Young Children
James L Hymes Jr. is the Past President of the National Association for the Education of Young Children and author of many publications for parents and children. The following informaiton will answer any questions you may have about "What is Kindergarten, and why is Kindergarten so different?" |
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Kindergarten Misunderstandings |
There is a lot of misunderstandings today about Kindergartens.
James L Hymes Jr.: "I'd like to pass on a few ideas for you to mull over about what kindergarten looks like and why, and what it's suppose to do. I hope you find the ideas interesting and perhaps they may set to rest some questions you may have."
"One of the troubles in understanding Kindergartens is that we all remember best what school was like in the years not too far behind us - our high school days, 5th and 6th grades, sitting, themselves answering the teacher's questions, getting a grade -doing homework."
"That is school, upper grade school. But Kindergarten isn't like that." |
Kindergarten is for Five-Year-Olds |
Kindergarten is for Five-Year-Olds!
"Kindergarten is a school for five-year-olds... that is the important point. And I don't need to tell you that your five year old is different from your upper grade youngsters." |
Kindergarten Looks Different |
Kindergarten Looks Different
"So, Kindergarten looks different. It sounds different. Kindergarten has a whole different style. It is for Fives. It is geared to Fives. It is custom made to fit this particular age." |
What are Fives Like? |
What are Fives Like?
"The key question then is: What are Fives like? For one thing, although they talk big and brave, inside themselves Fives are very soft. They are essentially shy, but they put on a show of big, but they know that the world is pretty overwhelming. They are timid, even the toughest of them." |
A School for Beginners |
A School For Beginners
"A school for these children - a school for beginners - has to be a gentle school. It has to be a warm and friendly school. Kindergarten can't and must not be a place that overpowers youngsters and pushes them back."
"This means that the size of kindergarten is important. A kindergarten shouldn't have the feel of an auditorium or stadium. It means that children should be able to spend a lot of their time in little groups - two or three children together, even working alone - so they can be at ease. And of course the soft tone and good spirit of the teacher are exceedingly significant." |
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Fives are Doers! |
Fives are Doers!
"What else about Fives? What always stikes me is that they are doers. They are forever on the go. They are into everything. Their nature will change as they get older, but right now Fives are not good sitters: They are not youngsters who can keep quiet long; and they are not good listeners either. Instead they have another quiet wonderful quality: They want to see and do for themselves." |
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What does all this mean for Kindergarten? |
What does all this mean for Kindergarten?
"What does all this mean for Kindergarten? It means that the emphasis has to be on reality and action. On animals, on jobs the children do, on activities they carry out. The emphasis has to be on chances for children to use their hands and to work tools: magnets, magnifying glasses, saws and hammers...to work even with what looks like play things: clay, blocks, paint, puzzles, sand... kindergarten is not a place for teaching children by talking at them, not a place for grown up lectures. It is a place where
active children are involved in goings-on. Fives learn best that way." |
Kindergarten is... |
Kindergarten is...
Kindergarten is a time for children to expand their love of learning, their general knowledge, their ability to get along with others, and their interest in reaching out to the world." |
An Important Transtion |
An Important Transition
"While kindergarten marks an important transition from preschool to the primary grades, it is important that children still get to be children... getting kindergarteners ready for elementary school does not mean substituting academics for play time, forcing children to master first grade "skills," or relying on standardized tests to assess childrens success." |
Kindergarten Curriculum |
Kindergarten Curriculum
Davis School District Kindergarten DESK Standards
"Kindergarten "curriculum" actually includes such events as snack time, recess, and individual and group activities in addition to those activities we think of as traditionally educational." |
Developmentally Appropriate Kindergarten |
Developmentally Appropriate Kindergarten
"Developmentally appropriate kindergarten classrooms encourage the growth of children's self-esteem, their cultural identities, their independence and their individual strengths." |
Guidance |
Guidance
"Kindergarten children will continue to develop control of their own behavior through the guidance and support of warm, caring adults. At this stage, children are already eager to learn and possess an innate curiosity. Teachers with a strong background in early childhood education and child development can best provide for children what they need to grow physically, emotionally, and intellectually." |
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Ten Signs of a Good Kindergarten Classroom |
Ten Signs of a Good Kindergarten Classroom
1. Children are playing and working with materials and other children. They are not aimlessly wandering or forced to sit quietly for long periods of time.
2. Children have access to various activities throughout the day, such as block building, pretend play, picture books, paints and other art materials, and table toys such as legos, pegboards, and puzzles. Children are not all doing the same things at the same time.
3. Teachers work with individual children, small groups, and the whole group at different times during the day. They do not spend time only with the entire group.
4. The classrom is decorated with children's original artwork, their own writing with invented spelling, and dictated stories.
5. Children learn numbers and the alphabet in the context of their everyday experiences. Exploring the natural world of plants and animals, cooking, taking attendance, and serving snack are all meaningful activities to children.
6. Children work on projects and have long periods of time (at least one hour) to play and explore. Filling out worksheets should not be their primary activity.
7. Children have an opportunity to play outside every day that weather permits. This play is never sacrificed for more instructional time.
8. Teachers read books to children throughout the day, not just at group story time.
9. Curriculum is adapted for those who are ahead as well as those who need additional help. Because children differ in experiences and background, they do not learn the same things at the same time in the same way.
10. Children and their parents look forward to school. Parents feel safe sending their children to kindergarten. Children are happy, they are not crying or regularly sick. |
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The Development of the Child as a Whole Person |
The Development of the Child as a Whole Person
"Individual kindergarten classrooms will vary, and curriculum will vary according to the interests and backgrounds of the children. But all developmentally appropriate kindergarten classrooms will have one thing in common: The focus will be on the development of the child as a whole person." |
Additonal Resources |
Additional Resources
Good Teaching Practices for Older Preschoolers and Kindergartens. 1990.
Washington, DC: NAEYC #552
50 cents each or 100 for $10.
Peck, J.,G. McCaig & M.E. Sapp, Kindergarten Policies: What is Best for Children?
Washington, DC: NAEYC #141/ $6.00 |
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