<p>Late here, but thanks, Jlauer for bringing back fond memories of that yummy kindergarten paste. My kindergarten? We had 60 kids in a large double room with 2 teachers. It was half-day and there were 2 outdoor recesses. We played on very dangerous playground equipment on a paved playground, played circle games like farmer-in-the-dell, did you ever see a lassie?, a tisket a tasket, duck duck goose, etc. And did lots of construction paper projects with lots of yummy paste to eat–those were the days.</p>
<p>I think the problem is MUCH worse in low SES schools. In Kinder we are trying to remediate 5 years of inattention - most of our kids have never had a real discussion with an adult, had a book read to them, been taken places (besides the grocery store and McDonalds). It makes for a child with a very limited vocabulary and set of experiences. The high SES schools can take more indulgences with their kiddies - they all come into school knowing their name, letters, colors, and have wide vocabularies. They can take the time to color and play, etc, because almost all of their kids will read at a DRA level 3 by the end of kinder without much effort at all. The newspapers will herald their high scores. We will work and work and work and work and administration will be on us all the time - because even with us doing all we can, our scores will be barely passing, and the newspapers will call us “Low-performing” and editorials will talk about how we are FAILING our students. (okay - actually, my school is not currently “low-performing” - but we tutor afterschool and hold “Saturday school” etc, etc. to make that happen.) If it wasnt’ for those D*** tests, we could spend more time enriching, enlivening and enjoying our student’s educations.</p>
<p>The sad thing is that testing does NOT help anyone (other the the test makers & scorers). You don’t increase anyone’s learning by testing them more rigorously or more often.
I was glad the US wasn’t so crazily obsessed with testing as other places including Japan. Now it appears we as a country are “losing it” and the pendulum is swinging wildly off center again, to testing-mania. I agree that children of all SES gain so much by real life & hands-on experiences that unfortunately will be cut to make way for more testing & test prep. It saddens me more than I can say and will likely lead to an increase of homeschooling among those who can afford it, to allow their kiddos to develop at the time that is appropriate to each individual.
My kids had 1/2 day pre-school for a year as 4 year-olds & then pre-K from 8-2:15 for a year. It really sparked their love of learning & being around others, creating things with their hands, how to share & get along in a group and work together, how to tell a story, the diversity of life, and countless other things that fortunately none of us were “measuring” and “weighing.” All the kids went on to achieve at high levels throughout HS & beyond. Many of my D’s happiest memories are of that special time & place in her life.</p>
<p>anxiousmom, I wish there was a good solution for your class. I remember reading somewhere that a child had to be read over 1000 stories in order to develop reading readiness – to understand that stories have a beginning, a middle and an end. The 0-3 years are probably the most important in any child’s life – nutritional deficits, lack of attention or just not hearing language set them up for learning problems. It’s NOT the fault of schools or teachers. The problems are more fundamental than that. Best wishes to you for your very worthwhile efforts.</p>
<p>Thanks! I’ll just keep sneaking the “child-centeredness” in when admin is not looking! ;)</p>
<p>Fight the good fight anxiousmom.</p>
<p>Our school district has a wonderful kindergarden program. Kids are not taught much at all in the way of academics. The problem with this approach is that it is not in sync with the way first grade is run. Every year I see kids happily complete kindergarden and are behind the eight ball early in first grade. Somehow the majority of kids in the district are taught to read and do arithmatic that at a level not taught in kindergarden, and that sets the standard for first grade. Somehow the kids need to miraculously learn everything on their own during the summer between K and Gr 1. Of course what is happening is that the kids are being taught at home or tutored. If you are not aware of how this works, you can get burned.</p>
<p>Ironically I was thinking about this thread when contemplating upcoming elections. The schools want to increase taxes specifically to offer all day kindergarten at all schools, for no fee ( currently some schools only offer half day, or some families may be charged a fee for all day K), for class size reduction ( although because of site based management, depending on the school,previous levies to reduce class size have gone for teacher training, instead of actually changing class size).
Since Seattle isn’t doing a great job moving toward the goals of NCLB, I wonder if this increased day of kindergarten is really going to go toward- helping children pass the WASL.</p>
<p>My kids did fine at all day kindergarten, but neither were in public schools, and the environment was more like an enriched preschool than desks and worksheets. I realize that some kids, get little enrichment at home, and it could be provided in K. However, free/reduced lunch students already can attend all day kindergarten for free, and the families that want it & can afford it, should pay for it, so that what little money the district has, can go towards more meaningful things like books.
( Im thinking about my kindergarten and I only attended half day and we * still * had nap time.)</p>