Monday, September 25, 2017

Kindergarten Transition

Watching my daughter transition to kindergarten has been an eye opening experience, because for the first time I'm on the other side of the "my child looses it when she comes home" discussion. I've heard this from parents for years. I have stock replies.

"It's a long day, your child is working so hard, she needs a place where she can relax."

"Isn't it great that your child feels safe enough at home to let down with you?"

"That is exactly how you'd want it. You wouldn't want it the other way - your child losing it at school but being an angel at home."

I've said all these things, and now I've had them said to me.

On Friday evening I sat in the waiting room of my daughter's taekwondo studio with other mothers who were experiencing life in the first month of kindergarten. We shared our experiences over the last few weeks, and how we see the exhaustion in our children's face. Some had reports of behavior difficulties at school, while others are having the "I don't know who this child is" experience that my family is having.

I suppose we've come to accept this as right of passage. Your child goes to kindergarten, they suddenly have to sit still for a long time and they either don't and you get called by the teacher, or they do, and then come home and lose control of themselves.

But why have we made kindergarten so structured that our children have a difficult adjustment to it? If I'm hearing about this difficult transition from so many parents, and have heard about this for so long - why are we accepting it as a reality?

I don't want to lower academic standards, but shouldn't we be looking at some ways we can change the structure and expectations of kindergarten to make it less of a overwhelming milestone? Can we increase our down time during the day, create more student-led projects, offer more recess or outdoor activities, or just give children more general time to engage in unstructured learning?

I don't know the answer. As a parent, I see the benefits in that, but as a teacher, I'd feel like I was wasting my time. If my goal is to get to grade level by the end of the year, then I'd better get there. No moment wasted.

The thing is, my daughter's preschool day was longer than her kindergarten day. And in preschool she had a math, reading, and writing workshop. She had guided reading and learned to read. She wrote books. Her class did whole-group interactive writing. She had a word wall and she knew every word on it. She can tell you everything she learned about space, dinosaurs, and the digestive system. Her days were packed. But there was nap time, play time, and 2-3 recess periods, and lots and lots of art projects. It was somehow academic, but provided time for the kids to let down between instruction.

My family, like all the others, will get through this. Perhaps my daughter will be stronger for it (which I think is the story parents and teachers tell ourselves in this month of transition).

I work with many homeschool children, and I continue to be surprised by the amount of learning they do in such short periods of time. They aren't experiencing 20 minute mini lessons, followed by 40 minutes of work. But they are learning the same information, and producing the same work. Sure, it's one kid instead of 25, but still. Why are we still forcing the traditional method of sit and learn on our students, when we know other ways work? Are our five and six year olds really learning best from sitting quietly for 20 minutes?

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