![]() By incorporating play and developmentally appropriate practice into the kindergarten environment, teachers can support all children as they continue to grow and develop during this critical time in their lives.ĭuring a webinar co-sponsored by New America and Campaign for Grade-Level Reading webinar in October 2022, A Pivotal Year: Kindergarten’s Important Role in Students’ Education, Ellen Galinsky, author of Mind in the Making, and Ryan Lee-James, Chief Academic Officer at the Atlanta Speech School, dug deeper into building executive function and children’s reading brain during the kindergarten year. According to Turnaround for Children, “.when educators neither prioritize these skills and mindsets nor integrate them with academic development, students are left without tools for engagement or a language for learning.” Developmentally appropriate environments provide the building blocks to guide the development of executive functioning skills and support foundational literacy, language, and math skills while also providing opportunities for fine and gross motor development. Research has shown that children learn best when they are engaged in developmentally appropriate experiences and activities: play! A developmentally appropriate kindergarten environment can support children socially and emotionally and foster positive relationships with peers and adults. According to the National Association for the Education of Young Children (NAEYC), play is a critical component of early childhood and children's physical, social, and emotional development, yet play has largely disappeared in kindergarten. Children are often expected to sit at tables and complete worksheets and other rote close-ended activities. Over the years, there has been a shift as kindergarten has become more structured and academic, with limited play and outdoor time. If you attended kindergarten prior to the mid-1990s you may recall lots of play, singing, and graham crackers. Ensuring equitable experiences requires implementing developmentally appropriate practices in kindergarten and addressing inequitable access to kindergarten for many children in this country. State leaders, district administrators, and kindergarten teachers themselves have an opportunity and an obligation to ensure equitable experiences for children and families through this transition, setting the stage for future growth and goal attainment. Transitioning into kindergarten can be an intimidating experience for children and families unless kindergarten is a sturdy bridge that supports families and children through the transition, connecting what comes before and after, and regardless of the learning environments, they may have had. And it’s incumbent on schools and educators to be ready for children regardless of what those experiences and strengths are. While kindergarten is the first universal education access point for children, they bring diverse experiences and strengths to the classroom. For those who attended an early childhood program, whether in a center, family childcare home, or with a care provider in the neighborhood, kindergarten may look and feel different than their previous experiences. Some children may be away from their parents or caregiver for the first time. For some, it is their first experience in formal education. Kindergarten is an important year for children and their families. This blog post is the first in a series on Promoting Impactful Teaching and Learning in Kindergarten.
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