Ready or not. . .Preparing young children for the classroom
From the National Association for the Education of Young Children
Copyright © 1997 by National Association for the Education of Young Children.
Reproduction of this material is freely granted, provided credit is given to the National
Association for the Education of Young Children.
Just when you’ve settled into the routine of the school year, it’s time to
think ahead to next year. With many preschools and kindergartens now taking applications
for next fall, parents may find themselves asking: Will my child be ready? Will he measure
up?
There is no one quality or skill that children need to do well in school—a
combination of factors contribute to school success. These include physical
well-being, social and emotional maturity, language skills, an ability to solve
problems and think creatively, and general knowledge about the world. School
success also depends upon the "match" between children’s skills
and knowledge and the school’s expectations. More children succeed when
these expectations reflect knowledge of child development and early learning.
Here are some suggestions of how parents and schools can promote a good match for every
child.
Parents can:
Take advantage of learning opportunities in every day activities. These will make a big
difference in preparing young children for the classroom.
- Promote good health and physical well-being. Children obviously
need nutritious food, enough sleep, safe places to play, and regular medical
care. In addition to medical and dental checkups and immunizations, preschoolers
need opportunities to exercise and develop physical coordination. Throwing
balls, running, jumping, climbing, dancing to music—all of these activities
will enhance coordination and help children learn important concepts such
as up, down, inside, outside, over, and under.
- Support your child’s social and emotional development. Children
who are kind, helpful, patient, and loving generally do better in school,
and feeling good about oneself is an important aspect of developing desirable
social skills. Tell your child how glad you are to be his parent. Set a good
example for your preschooler by showing what it means to get along with others
and to be respectful. Give children chances to learn about sharing and caring,
for example letting them feed hungry birds, or helping them make cookies to
welcome a new neighbor.
- Build your child’s language and general knowledge. There are
many things you can do to help your child learn to communicate, and develop
an understanding of the world. Don’t underestimate the value of play!
Play allows children to explore, be creative, and develop social skills. It
also paves the way for academic learning. For example, children learn key
concepts important in geometry while stacking blocks, and playing with others
helps with negotiation skills.
Talk to your children. Everyday activities, such as eating lunch, cleaning
up toys, or taking a bath, provide opportunities to talk. Listening and
responding to a child is the best way to learn what’s on her mind,
to discover what she knows and doesn’t know, and how she thinks and
learns. Listening also shows children that their feelings and ideas are
valuable. Finally, read together frequently. Fostering your child’s
love of books is a gift that will last a lifetime!
- Not assume a child with a late birth date should be held out of school.
Research shows that children receive little, if any, advantage when held out
of school because of late birth dates. And, the practice may have a negative
impact on other children by encouraging school expectations better suited
to older children.
Schools can:
-
Be prepared to respond to a diverse range of abilities within any group of young
children. Small group sizes with enough teachers who are skilled in early childhood
education make it easier to provide the individualized attention every child deserves.
-
Offer a curriculum and teaching practices that reflect principles of child development
and learning and provide many active, meaningful learning opportunities that build
upon children’s existing knowledge and abilities.
-
Make sure expectations of children are reasonable and age-appropriate. Even children
who have received every advantage prior to school struggle when demands are too great,
experiencing stress and having their confidence as learners undermined.
-
Not use tests as the primary measure for entry decisions. Developmental screening to
detect a health problem or developmental disability is important to ensure early diagnosis
and treatment, but tests should not be used to determine school entry for at least three
reasons: (1) Children are not good test takers, especially with strangers in
unfamiliar settings. (2) Young children are growing and learning rapidly; test results may
change greatly in six months. (3) Tests too often ignore language and culture variations
and may not give a true picture of a child’s skills and knowledge.
Additional Resources
Washington, V., Johnson, V. and McCracken, J.B. 1995. Grassroots Success! Preparing
Schools and Families for Each Other. Washington, DC: NAEYC. Order #722/$8
NAEYC. 1995. Ready or Not: What Parents Should Know about School Readiness.
Washington, DC: NAEYC. #554/50¢ each or 100 for $10
For more information, contact:
National Association for the Education of Young Children
1509 16th Street, N.W.,
Washington, DC 20036-1426
Phone: (202) 232-8777 or (800) 424-2460
Fax: (202) 328-1846
Web: http://naeyc.org/
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