ACEI SPEAKS

A Parent's Guide to Kindergarten

by Joan Moyer, Harriet Egertson, and Joan Isenberg

Kindergarten was first designed as a "garden for children." Its founders envisioned a place where children could receive the nurture and care that seedlings require to grow into strong, healthy plants and blooming flowers. The inspiration remains to educate the whole child, focusing on physical, social/emotional and intellectual growth and development. Children need quality kindergarten programs in order to achieve their full potential.

THE CHILD
Kindergarten children are trying many things for the first time. Kindergarten children are active, curious learners who need space, a variety of materials and large blocks of time to try out their ideas, gain experience and expand their learning. A high quality kindergarten program provides a strong foundation upon which children can build the skills, knowledge and attitudes necessary for lifelong learning.

THE CURRICULUM
The curriculum in a high quality program

is sensitive to the needs, interests and background experiences of the children.
integrates all content areas to provide a solid foundation for learning in language, literacy, math, science, social studies, health, art, music and movement
responds to the nature of the learner, rather than trying to "fit" the children to the curriculum

THE CLASSROOM
A high quality kindergarten program offers children many choices. The classroom is arranged with a variety of areas for children to explore, including:

a block corner for building
a science area for observing and investigating
a dramatic play space for role-playing
an art area for trying out a variety of materials
a comfortable, quiet place with good books for browsing and reading
a writing area with paper, pencils, crayons, markers and possibly a computer
table games and manipulative materials for developing hand-eye coordination, as well as sharing, problem-solving and thinking skills
a music area for experimentation and enjoyment
a large open space for group meetings, storytime, music and movement
multiple opportunities for "living" social studies through classroom interactions.

Play is the most important way by which kindergartners learn. Through play, children learn concepts, practice roles and test ideas. Play with materials involves investigation, problem solving, critical thinking, sharing and creativity. Play is the essential ingredient for children's learning.
Many opportunities are provided for the use of multicultural/anti-bias and nonsexist experiences, material and equipment that enable children to accept differences and similarities among people, including those who are challenged in some way.
Content is integrated throughout the areas, and the focus is on the process of learning rather than trying to "fit" the learner to the curriculum.
A child-sensitive environment provides a richer, more stimulating environment than one dominated by teacher-direction and pencil-and-paper tasks. A child-sensitive curriculum does not ignore the interests and abilities of those children who are ready for more formal academic skills, but it does not expect all kindergarten children to acquire those skills.

Look For TEACHERS who . . .
. . . are professionally prepared, caring individuals who believe in each child's potential to learn, achieve and succeed.
. . . use knowledge about child development in order to plan for childrenÕs learning.
. . . cultivate children's positive self-image, prepare a stimulating learning environment and adapt instructional approaches to meet the children's wide range of abilities, interests and needs.

PARENTS MUST . . .
. . . be involved if they are to understand the purpose of kindergarten and reinforce these learnings at home.
. . . look for child-sensitive kindergarten programs by informing administrators of their eagerness to support those programs.
. . . work together with teachers and administrators as advocates for child-sensitive kindergarten programs.
Parents show support for their child's Learning by . . .

volunteering in classrooms
exchanging information with teachers
acting as chaperones on field trips
helping with school work at home
reading to children
discussing the school day with the kindergarten child
discussing the school day with the kindergarten child
letting teachers know about home situations that may affect the child's behavior at school
paying attention to materials sent home.

For further reading see:
Moyer, J., Egertson, H., & Isenberg, J. (1987). The child- centered kindergarten. Childhood Education, 63(4), 235-242.
Simmons, B., & Brewer, J. (1985). When parents of kindergartners ask why? Childhood Education, 61(3), 177-184.

ACEI AND KINDERGARTEN

Since its beginning as a professional organization, ACEI has emphasized the importance of the kindergarten years in a child's development. The most recent official position of ACEI concerning kindergarten (1987) states:
The Association for Childhood Education International recognizes the importance of kindergarten education and supports high quality kindergarten programs that provide developmentally appropriate experiences for children.

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