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ERIC Number: ED451952
Record Type: Non-Journal
Publication Date: 2001-May
Pages: 15
Abstractor: N/A
Reference Count: N/A
Honoring Children's Rights to Quality Experiences in Preschool That Are Valued by Public School Kindergarten Educators and Administrators. Early Year's Summit.
Firlik, Russ
In New Canaan, Connecticut, several meetings were convened to communicate kindergarten expectations as they relate to the 14 preschools that feed into 3 public elementary schools in New Canaan, and to develop and systemize more effective and efficient transitional practices from the preschool arena to the public school setting. Attending the meetings were 14 preschool directors and their teachers, 17 public school kindergarten staff, and 3 elementary school principals. The outcomes of the meetings were twofold: (1) communication to the preschool population that public school kindergarten curricula were not strictly academically oriented; and (2) an examination of what preschoolers are expected to experience prior to entering kindergarten. A questionnaire was developed to educe the expectations from kindergarten teachers that would be shared with preschools. Four categories of experiences were judged most important by kindergarten teachers: social competencies, communication/language, independent skills, and fine and gross motor experiences. After lengthy discussion, the directors and preschool teachers were in agreement with the expectations. Directors indicated that they would plan specific strategy sessions to better inform their parents about their program and goals based on the agreed upon kindergarten expectations. The final decision of the group was to collaboratively write a position paper to serve as a directive for preschools and the anchor for the kindergarten philosophy that permeates the New Canaan Public Schools. (The position statement regarding the goals for kindergarten children is appended.) (KB)
Publication Type: Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A