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:

1. 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.
2. 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:

1. Draw with crayons, markers, and pencils with control and copy simple figures and shapes.
2. Put together puzzles; build structures with blocks, lincoln logs, tinker toys, and Legos.
3. 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:

1. 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.
2. The ability to handle and manage difficult feelings; control impulses; and handling anger constructively.
3. Listen to an adult and follow simple directions and sit still for short periods of time (20 minutes or less).
4. Set goals and persevere towards them with optimism and hope, even in the face of setbacks.
5. Put yourself "in someone else's shoes;” take someone else’s perspective; and show that you care.
6. 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:

1. Use bathroom without assistance and wash hands.
2. Eat without help, using utensils.
3. Dress themselves and work snaps, buttons, zippers and tie shoes.
4. Recognize their belongings (such as a jacket or backpack).
5. 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.

Manipulative Kit for Light Table

Hands-on Standards Set

Kindergarten Transition Backpack

Getting Ready for School File Folder Games



“Redshirting” Begins At A Young Age

At this time of the year, the push is on to “round up” children for kindergarten. State Education departments and individual private schools set the age requirement for starting kindergarten. Although those dates can very by months, the great debate begins as to whether those with the youngest birthdays (and those closest to the cut-off dates) are ready to begin kindergarten.

The term “redshirting”, taken from the sports arena to designate a freshmen tagged to sit out a year before playing, has made its way to the kindergarten arena. Children, especially boys, are being redshirted, or held back from starting kindergarten, in order to make them one of the oldest in their class, instead of one of the youngest.

It would be handy if a giant crystal ball existed tht could tell parents whether it would benefit their child to hold them back a year. But judging an entire childhood by looking at its first four to five years is difficult. With some children, the decision is easy. The maturity level, social skills, or cognition is lacking. Holding those children back a year to mature and develop just makes sense. But what if the child is your average developing child for their age? The decision becomes more clouded.

What are the benefits to delaying the start of kindergarten? Starting a child at age 6, rather than 5, allows them to be one of the oldest and possibly the smartest in their class. They won’t have to compete with other children that are months older. Being a year older than peers suggests those children should be the leaders in their class. This applies not only to the kindergarten year but in the rest of the school life as a whole. That added year also gives another year of size growth. So not only now but later, when sports teams are formed, gives those children a year’s height and growth above their peers.

What, then, are the consequences of “redshirting” your child? Data shows that nearly a quarter of kindergarteners start at age 6. To not hold back those youngest children means that now they will be competing with children up to 18 months older. Studies have shown behavioral problems in children who are older and may be bored in classes that are just too easy for them. Some research suggests there are more dropouts from children who are held out. But none of the research is wide-spread or overwhelming for either side.

Educators weigh in on both sides of the debate. Some suggest holding back all of the youngest children, including those with birthdays up to three months before the cut-off date. Others advocate starting all children old enough for kindergarten and deciding at the end of kindergarten whether the child is ready for the first grade. Starting children based solely on their birthdate may be the only option for low income parents, who may not have the luxury to pay fees for another year of preschool. Federally funded programs, such as Head Start, aren’t available once a child becomes age eligible for kindergarten.

Spring has arrived and so has the “round up” of youngsters for kindergarten. It might be best just to judge each child on their own merits. Look at attention span, motor skills, socialization, overall behavior, independence, and an interest in learning. Is the child curious, inquisitive, and able to take care of themselves? Odds are, the struggle to decide may be more dramatic than these young children’s kindergarten year. Let’s hope so.