Not every student is developmentally ready to move on to first grade after a year of kindergarten. The best gift we can give to those who aren't, Ms. Harris has found, is an extra year to mature -- mentally, socially, and emotionally -- in a nurturing environment. WHILE WATERING MY plants near the kitchen window one morning, noticed that one particular plant, though healthy in appearance, was not flourishing like the others had rooted at about the same time. All had received the same amount of sunlight, well-prepared soil, water, and pruning, and since had not moved them, the temperature was the same for all. Yet the green leaves of this plant had not matured as rapidly, the stems were not as strong, and the overall size of the plant was much smaller. As continued to ponder these differences, it occurred to me that perhaps this one plant just needed more time before its roots took hold in that growth spurt that leads to maturity. Isn't that just the way it is with children? When see the kindergartners spilling into our school each fall, I'm always struck that they are alike in so many ways, yet different in so many others. We provide all of them with a bounty of care, nurturing, and attention, and it seems that they should master the social skills, soak up everything teachers can pour out for them, and mature at an ever- quickening pace. Yet, as they near the end of that kindergarten year, many of the children do not seem to possess the maturity, both academic and social, that they will need for their replanting in first grade. At my school and others throughout the country, educators long ago saw the need for the transitional classroom, a place where normal children would be given the time they need to acquire maturity, to master work habits, to refine skills, and to develop the attention span that is so critical to success in the early grades. recently came upon an old cartoon that had been keeping. It showed two kindergarten boys coming out of their classroom. One was saying to the other, I plan to take a year off between kindergarten and first grade to myself. suspect that more than just a few kindergartners need to find themselves during an extra year's time between kindergarten and first grade -- a year that can stimulate them to further learning and support their development of positive self- esteem. When think back over the years about the students I've known who seemed to succeed with ease in the early years and compare them to those who struggled, the major difference that see has to do with readiness -- developmental readiness. All Grown Up and No Place to Go, David Elkind writes, In New Hampshire children are not hurried. It is one of the few states in the nation that provides 'readiness' classes for children who have completed kindergarten but who are not yet ready for first grade.1 Yes, we are a society that is in a hurry, but where are we going, and what will we get there with, if our young children are not fortified and nurtured in the early years of growth? As Nancy Bohl so clearly put it many years ago in her special message to parents, the step between kindergarten and first grade is a giant one, and for those who are not developmentally ready, it can lead to frustration and failure.2 recently participated in a panel discussion with several kindergarten teachers who bear the responsibility of recommending (or requiring) that students in their classes attend a transitional class for a year rather than passing directly into first grade. the case of recommending transition, parents have the option of choosing whether the student moves on to first grade or goes to the transitional year. If a student is required to attend the transitional class, there is no option, and the child must be enrolled in the transition program. These are not easy decisions that teachers make overnight. They think long and hard and observe the children in their kindergarten classes closely as they work throughout the entire year to evaluate each child's readiness for first grade. …
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