by Kristen Alliegro

Created on: June 15, 2008

A problem with expectations of learning from kindergartners is that this is a generic concept that cannot be given full attention with a generic response. Children develop at different rates and their academic and social abilities within a formal context are just beginning in kindergarten. A child who is considered "slow" in one subject area by the end of kindergarten or "advanced" may not show those same tendencies later. Therefore, preformulated curriculae and expectations really serve little benefit, yet these are the confines in which one has to work within due to the overall structure of our education system.

Typical, academic focus in this age group deal primarily with recognition of letters, numbers, shapes and colors. Letter sounds, writing and some sight words are frequently incorporated along the way as well. Other skills such as learning the various parts of a book and learning to relay parts of a story are also included. Much of the focus revolves around language and comprehension. Ancillary classes such as music, gym, and art are also a normal part of the kindergarten experience. These lessons are often what is but does not address what could be.

By nature, five and six year old girls and boys are active and they have a stronger desire engage in play and physical activity rather than participating in an all day structured environment. These natural tendencies can make the enforcement of listening, sitting still and quiet behaviors very difficult and interfere in the academic process as it currently stands. Due to the conflict between expectations in a classroom and a young child's proclivity towards a mass flurry of activity, the most reasonable expectations would be that a kindergartner learns critical social skills that will enable the academic learning more fully as their education progresses.

If properly engaged, children in kindergarten will learn their academic basics. They love to learn new things, but they do not like to sit still. An equal amount of attention and focus needs to be placed on other areas such as peer and conflict resolution, critical communication skills that incorporate proper language use and verbal grammar, how to properly pose questions, attentiveness to details, and use of manners in peer related settings. If a child's only success within the confines of a classroom are relegated only to their academic status, then whatever foundation is being built will quickly crumble if behavior is not commensurate with those skills.

• 1
• 2
• Next Page >>