Constructive Playthings Blog: Kindergarten here I come! Or should we wait?

“Helping all children start school ready to learn is critical to their future success and to the well-being of society as a whole. Children who start school behind their peers are unlikely to catch up. Children who enter kindergarten with limited word reading skills are the most likely to develop later reading difficulties and require remedial education.”
-Research and Policy Committee of the Committee for Economic Development

This quote has the ability to instill shear panic, doesn’t it? It forces us to ask ourselves the tough questions. Have I done enough to prepare them? As educators and parents we are all too familiar with the debate of kindergarten readiness. Send him early, he’s the youngest of four, he has to be ready. Hold her back, she could benefit from another year of preschool, she is so shy. Elementary schools as well as federal programs like Head Start choose chronological age by a certain month to determine when it is time for kindergarten. This societal norm is a powerful source of anxiety for many teachers, parents and children.

This reality is obviously too complex to solve in this article, however there are a few things to know to help support your decision. When thinking about kindergarten readiness we can focus on four areas of development cognitive, language, physical, and social/emotional. Additionally, self-help skills are critical. Together all of these aspects can provide a glimpse of our children and a step closer to answering the burning question…Is he/she ready for kindergarten? If not, what can I do to narrow the gap?

Cognitive and Language Development incorporate thought process, problem solving skills, reading, reading comprehension, writing and imagination.

What to look for:

Are they interested in books and reading. Remember what reading means at this age. It includes making up stories using the pictures as their springboard, retelling a familiar story, holding the book and turning pages and making up tall tales that grow day by day with their imagination.
Writing is an important aspect; however a developmentally appropriate lens is imperative to guarantee joy and positive experiences for teachers, parents and the child. Know their first and last name and attempts to write them, identify some letters, some numbers, identify labels and signs in familiar places to them and pretend to write.

Physical Development includes both fine and large motor movement and mastery. Active play is inclusive to this as well. Studies show using their bodies enhances their brain development.

What to look for:

Draw with crayons, markers, and pencils with control and copy simple figures and shapes.
Put together puzzles; build structures with blocks, lincoln logs, tinker toys, and Legos.
Climb play structures, run, jump, and skip. Engage in organized activities like soccer, gymnastics and dance.

Social and Emotional Development is inclusive of mood management, self-awareness as well as the awareness of others thoughts and feelings, self-motivation, empathy, and cooperation with others.

What to look for:

An understanding of their feelings and the feelings or others. Know the difference between thinking, feeling and acting; and understanding their actions have consequences in terms of others' feelings.
The ability to handle and manage difficult feelings; control impulses; and handling anger constructively.
Listen to an adult and follow simple directions and sit still for short periods of time (20 minutes or less).
Set goals and persevere towards them with optimism and hope, even in the face of setbacks.
Put yourself "in someone else's shoes;” take someone else’s perspective; and show that you care.
Make friends, handle friendships; resolve conflicts; cooperate; and collaborative with others to learn.

Self-Help Skills
Taking care of personal needs is not only practical; it’s a sign of independence and growth. The experience of independence provides opportunities for increased self-esteem and self-worth by increasing their sense of pride in themselves and their accomplishment.
What to look for:

Use bathroom without assistance and wash hands.
Eat without help, using utensils.
Dress themselves and work snaps, buttons, zippers and tie shoes.
Recognize their belongings (such as a jacket or backpack).
Clean up after themselves. Pick up toys and return them to their correct storage place.

At Constructive Playthings, we have products specifically designed to support teachers and parents helping children be ready for kindergarten. These products are a companion with your individual assessment. We know they provide the chance to enrich their experiences, increase their confidence and provide the opportunity for mastery.