Top Ten Signs of a Good Kindergarten
We moved from New York City a few short years ago because we could not face the price tag associated with raising kids in the city. Yes, we were part of that time-honored migration from the Big Apple once we got married. But we didn’t move to the suburbs – we went transcontinental and packed up for Los Angeles. But we have quickly found out that living in West LA is quite a challenge for those of us with school-aged kids. The waiting lists. The letters with attached pictures of your kids. The application fees. The secret handshakes.
Once you get beyond the velvet rope the real work begins. You must be stealth in both judgment and approach when taking tours of potential schools for your little angels. Then you’ve got to have a list and check it twice. Here is a worthy checklist (peppered with my thoughts and wise-cracks) vis a vis the National Association for the Education of Young Children. They’re the world’s largest organization working on behalf of young children with nearly 100,000 members, a national network of over 300 local, state, and regional affiliates. Whether you actually write out a list or you just keep a running tally in your head maybe one or two of these will help you and your search.
- Children are playing and working with materials or other children and the space feels inspired and the personnel are actively engaged with the children. They are not aimlessly wandering or forced to sit quietly for long periods of time.
- Children have access to various activities throughout the day, such as block building, pretend play, picture books, paints and other art materials, and table toys such as legos, pegboards, and puzzles. Children are not all doing the same things at the same time.
- Teachers work with individual children, small groups, and the whole group at different times during the day and the ration of teacher-to-student is low. They do not spend time only with the entire group.
- The classroom is decorated with children’s original artwork, their own writing with invented spelling, and dictated stories. The space is designed and or arranged to accommodate the children (chairs, tables, sinks and bathrooms are all easily accessible and safe to use for small children).
- Children learn numbers and the alphabet in the context of their everyday experiences. Exploring the natural world of plants and animals, cooking, taking attendance, and serving snack are all meaningful activities to children. In general, there day is varied with an array of meaningful activities and experiences that they can learn and grow from.
- Children work on projects and have long periods of time (at least one hour) to play, explore and and interact. Filling out worksheets should not be their primary activity.
- Children have an opportunity to play outside every day that weather permits. This play is never sacrificed for more instructional time even if the weather is not desirable.
- Teachers read books to children throughout the day, not just at group story time.
- Curriculum is adapted for those who are ahead as well as those who need additional help. Because children differ in experiences and background, they do not learn the same things at the same time in the same way.
- Children and their parents look forward to school. And of course, parents feel safe sending their child to a given kindergarten.
Sited Links:
Education.Com
National Association for the Education of Young Children
