Marshall Memo 540

What’s Academically Appropriate for Kindergarten?

            In this article in Education Week, Daphna Bassok (University of Virginia/ Charlottesville), Amy Claessens (University of Chicago), and Mimi Engel (Vanderbilt University) note the changes that have taken place in U.S. kindergarten classrooms in recent decades:

-   Kindergarten teachers expect students to arrive knowing their letters and numbers.

-   The focus is more academic, with students expected to read by first grade.

-   80 percent of programs are full-day, compared to 56 percent in 1998.

There is a lively debate among educators and parents on whether the new kindergarten expectations are developmentally appropriate. Are classrooms becoming sweatshops for rote, shallow academics with no time for play, socio-emotional learning, and other subjects?

Bassok, Claessens, and Engel say that too many educators and parents are posing a false dichotomy. We don’t have to choose between play and academically rigorous kindergarten classrooms, they say: “Engaging and challenging academic instruction should (and can) be developmentally appropriate, and it does not have to be overwhelming, stressful, or boring. It does not have to supplant play or child-initiated activities. And it certainly does not have to involve worksheets, one-size-fits-all lessons, or an overemphasis on assessment.” The best kindergarten programs provide academically rich instruction in literacy and math – and also a rich diet of physical education, art, music, science, and social studies.

One of the key issues in early-childhood education is the knowledge and skill gap between high- and low-SES children entering kindergarten – a full standard deviation, according to one study. “There is strong support for both early-childhood parental interventions and pre-school programs as strategies for narrowing these gaps,” say the authors. “It seems only logical, then, that a strong emphasis on language, literacy, and reading during kindergarten would be another key component for reducing inequality of opportunity. Early exposure to mathematics instruction is also important.”

“Rather than focusing on whether academic content has a place in early-childhood classrooms,” they conclude, “let’s focus on how to teach it in a way that is tailored to young learners. Let’s focus on creating engaging, fun, developmentally appropriate learning experiences for all kindergarteners… We need to meet all young children where they are, and help them build on their inherent curiosity and enthusiasm, and create opportunities for authentic learning.”

“The Case for the New Kindergarten: Both Playful and Academic” by Daphna Bassok, Amy

Claessens, and Mimi Engel in Education Week, June 4, 2014 (Vol. 33, #33, p. 28, 24), www.edweek.org

Behavior Management

In an effort to be more consistent and up front with students, I have written down the rewards and consequences for choices students make.  It is difficult to anticipate every situation that we will encounter, but at least it is a starting point.

Monthly Behavior Sheets

Part of the 7 Habits-Leader in Me process is for each of the students to keep a Leadship Notebook. Our staff has decided to include attendance and behavior data in these notebooks.  In the past I have had Weekly Behavior Sheets, but I realize including all of these in the notebooks would be a lot of paperwork.  Taking advantage of the opportunity to use less paper and printing, I have designed a monthly behavior/attendance recording sheet for students.  One of the features I like about my old sheet was that it gave students the chance to reflect on how they think their day went and then I would circle the words that described how I thought it went.  Usually we matched up, but if not, it gave us an opportunity for discussion.  The design of the new sheet is a bit busy, but I think once the students get used to it, it will work well.  Not only will it give students the opportunity to reflect upon the month, but they will also be practicing number recognition and writing. 

i3 Educational Training

This morning I attended a half day training presented by Floyd Braid from i3 Educational Training.  The training was primarily concerned with the climate of change and integrating technology to help us reach our goals for student achievement.  The host school for the training has had i3 working with their school for the past two years.  The part that appealed to me the most was that i3 appears to work with teachers one-on-one or in small groups to set goals and help achieve them.  As we all know, in schools not all of us are on the same page in regards to technology.  With this method teachers who are more comfortable with technology are not held back and those less comfortable are not overwhelmed and discouraged to keep trying new things. Hmmm...it's a little bit like our students!

Big Rocks

The summer is a time for renewal and rethinking how I can make next school year even better than the last.  Right now my head is swimming with all the ideas I have from several professional developments I was able to attend the past few months: 2 Sisters (Daily 5 and CAFE), ASCD Understanding by Design, Leader in Me Symposium, RenWeb Training, and 7 Habits Signature Training.  My BIG ROCKS for the summer are: 

• Map Math for the year using the problem solving model
• Map Language Arts for the year using the Daily 5 and CAFE model
• Update our skills based report card using RenWeb

Kathryn Warner Teachers Pay Teachers

Kathryn Warner has developed a really amazing model for math problem solving.  A break down of her method and sample lessons can be found on her blog, KindergartenKindergarten.  I am going to test my theory that all of the CCSS for kindergarten math can be taught through problem solving.

To keep that conversation going about the Daily 5 and CAFE in kindergarten, pick up the linky book study on the new Second Edition of the Daily 5 at Sharing Kindergarten.