|
|
Ideas and Activities for Families |
|
FAQFrequently Asked Questions: This page contains answers to common questions of students and parents.
My child has been to preschool. Does this prepare him/her for Kindergarten? Nursery schools and other out-of-the-house play groups can be wonderful preparation for Kindergarten, but teachers can't, and shouldn't, be expected to do it all. Your involvement in your child's education both before Kindergarten, and all through the school years, is the single most important factor in his school success. Many of the things that make a child ready for Kindergarten are most effectively learned from parents, such as your child's interest in the world around him, his ideas about himself and others, his ability to communicate, and his attitude toward school, teachers, and learning itself. When you become involved in your child's education, it sends a powerful message to your child that both he, and his education are important to you-- and this is something that he can't learn from anyone else. Parents hear a lot about "readiness," but what does it really mean? Being "ready" for Kindergarten means, quite simply, that your child is able to learn what will be taught in the Kindergarten he or she will attend, and can function comfortably with teachers and other children in that setting. Since learning builds on learning, this means that a child needs to have acquired the skills, information, and attitudes that are necessary to do this, and have the ability to get along with others and be part of a group. When parents think about Kindergarten readiness, they sometimes focus too much on academics, but the skills that define readiness are far broader than knowing letters, numbers, and how to count. To be ready for Kindergarten, a child needs to have a positive attitude toward starting school, some understanding of why he or she is there, and be receptive to learning new things and making new friends. The best way to learn what will be expected of your child is to contact the school your child will attend, and speak to the teachers there. What can I do to be sure my child has a great kindergarten experience? Children whose parents are interested in their schooling and who learn with them and provide extra learning opportunities beyond school are the most successful. Develop a relationship with your child�s teacher and keep in touch. Be sure your child is well rested, well fed, and emotionally ready for each school day. Make sure supplies are laid out the night before, and try to make the �getting ready� time in the morning as pleasant as possible. What will my child DO in kindergarten? Today�s kindergarten classes are filled with learning and exploration activities to engage young learners. Ask your child�s teacher to share the daily kindergarten routine with you so that you can ask your child more specific questions about the school day. There will likely be both whole class and smaller group times. There will usually be set times for vigorous activity outdoors or in the gym, and for meals and snacks. In a full-day program, children may even have a rest time. Children may be scheduled to visit the media center, music or art room. Activities in typical academic subject areas are often arranged to encourage children to interact and develop their social and physical skills at the same time. No matter what the schedule of activities and routines, the most important thing is the quality, variety, and appropriateness of the learning experience. For more, see �The Top Ten Signs of Kindergarten Classrooms� published by the National Association for the Education of Young Children. Are there books for us to read at home about kindergarten?
How else can I support my child�s learning, besides reading daily? Young children are interested in just about everything that goes on in the world and learn a lot from experience. Taking walks and learning about the seasons and the natural world are exciting to young children. Trips to parks, museums and special events are a �big deal� to little kids. They�ll remember special outings and process the new information for a long time. There are many learning opportunities in your house as well�chores such as setting the table or sorting laundry can help young children learn about numbers and sorting, as well as responsibility and being part of a team. Vigorous activity and play with other children are important too. Limit your child�s television and video games �too much of these activities interferes with school success. How will I know if my child is having trouble at school? School staff may be in contact with you, or your child may talk to you or complain of being sick or not wanting to go to school. Listen to your child and explore possible reasons with the teacher or school staff. Many times a small problem can be identified and extra support given before a problem grows and needs more attention. There is no assigned homework in Kindergarten but we encourage you to read each night with your child. Your child�s teacher may also offer suggested activities for you to do at home. There are plenty of other suggestions on this website. Could you provide suggestions on how I should read to my child? It is easy to underestimate the value of reading to your child and its connection to your child learning to read fluently and with good comprehension. One of the simplest but most critical techniques you can use is to "think aloud" in a conversational way. By this I mean that you can express the things you are noticing or wondering about as you get deeper and deeper into the story. For example, in a story where a caterpillar eats different foods every day for a week, you might pause part way through the story and comment on what he has eaten so far. You could then wonder aloud what he might eat next, inviting your child to turn the page to find out. This fosters critical thinking (prediction skills) and keeps your child involved in the flow of the story. Another point to keep in mind is that children benefit enormously by hearing stories read aloud more than once. The first time you read should be simply for enjoyment. It is not critical that your child processes every page in detail. On subsequent readings, you can take the time to explore parts of the book more deeply � examining the illustrations in terms of the words on the pages or inviting your child to chime in and "read" parts of the story that he remembers. What do I do if my child wants to read the same book night after night? Children love repetition because it gives them a feeling of control over an experience � they feel the joy of anticipation over what comes next and then the satisfaction of knowing the outcome. This is one of the basic tools of learning throughout the early childhood years. It helps them build memory skills and forms a foundation necessary for broadening learning to new concepts. However, seemingly mindless repetition such as the same bedtime story every night can get tedious for you as a parent and more importantly, stall new learning opportunities for your child. Here are some suggestions both for rereading that favorite book and for choosing new books. First, suggest to your child that you read two books before bed, with the stipulation that he picks one (it is likely to be the favorite) and you pick the other. Old favorites When you reread the favorite, try to vary your focus or interactions from the night before. For example, if you talked about the main character on earlier readings, highlight other characters on subsequent readings. Use different expressions in your voice as you read and make comments that introduce new ideas ("I wonder why she did that") during or after reading. Or focus on different aspects of the book. There may be colors or things to name in one reading, things to count in another, or special words like rhymes to focus on in still another. In other words, make every reading of the same story a little bit different. This will both deepen and broaden your child's knowledge as he explores the book. Choosing new books When you introduce a new book, keep in mind your child's interests and tastes. What is it about the favorite that is so appealing? Often, choosing a new book by the same author will give a new twist on the positive experience your child initially had. Here are some other ways that you as a parent can think about choosing books for your child that will broaden his interests and knowledge and that will also contribute to his future reading success. � Is it a story or an informational book? It is important to expose your child to a variety of book experiences. The language used in stories is often different from other books. Stories contain flowing language ripe with imagery. Informational books often contain unusual vocabulary and the reader may have to make mental connections between the concepts presented. You'll want to give your child plenty of experiences with both. � Is it short or long? Considering the length of the story will allow you to do several things. First, it helps you plan your time. For example, you might offer two or three short stories to your child at bedtime after a hectic day. Save longer and more complex stories for those nights when you both can relax and savor the story. Second, a story with a lot of text may provide rich opportunities for discussions that will help develop your child's oral language skills. However, a story with minimal text can be very good for helping your child discover he can recognize certain words and that the English language is read from left to right. These things help develop your child's prereading skills. � Does it contain illustrations or photos? Children's book illustrators are marvelous. They use a variety of techniques, such as paint, cut paper, and clay. Photographs are also powerful tools to convey concepts and ideas. By noticing and discussing these things, you help build your child's knowledge and creativity and enhance his understanding of the book. Finally, remember that just as adults like some books more than others, children have definitive tastes as well. Some read-alouds will go poorly simply because the child doesn't like the book. Strike a balance between helping your child give the book a chance (read one or two more pages to see if it gets any better) and if necessary abandoning the book altogether. What is The Responsive Classroom? The Responsive Classroom is an approach to teaching and learning that fosters safe, challenging, and joyful elementary classrooms and schools. Created by classroom teachers and backed by independent research, it consists of practical strategies for bringing together social and academic learning throughout the school day. Guiding Principles The Responsive Classroom approach is informed by the work of many great educational theorists as well as the experiences of exemplary classroom teachers. Seven basic principles underlie this approach: The social curriculum is as important as the academic curriculum. How children learn is as important as what they learn: Process and content go hand in hand. The greatest cognitive growth occurs through social interaction. To be successful academically and socially, children need a set of social skills: cooperation, assertion, responsibility, empathy, and self-control. Knowing the children we teach�individually, culturally, and developmentally�is as important as knowing the content we teach. Knowing the families of the children we teach and working with them as partners is essential to children's education. How the adults at school work together is as important as individual competence: Lasting change begins with the adult community. Teaching Practices: The Responsive Classroom approach includes the following main teaching practices: *Morning Meeting: A daily routine that builds community, creates a positive climate for learning, and reinforces academic and social skills. *Rules and Logical Consequences: A clear and consistent approach to discipline that fosters responsibility and self-control. *Guided Discovery: A format for introducing materials that encourages inquiry, heightens interest, and teaches care of the school environment. *Academic Choice: An approach to giving children choices in their learning that helps them become invested, self-motivated learners. *Classroom Organization: Strategies for arranging materials, furniture, and displays to encourage independence, promote caring, and maximize learning. *Working with Families: Ideas for involving families as true partners in their children's education. |
|
