Welcome+Parents

Dear Families,

Welcome to kindergarten! I believe that by having your child in class, I now enter into a partnership with you to jointly make every effort to provide the very best conditions for learning and growth. I see this partnership as a shared responsibility to help your child, with his or her special talents and special ways of learning, to forge ahead and make the most of life. I welcome email from my families. Please use the link at the bottom of the page to send me a message. I welcome questions and comments from you or your child. Once you send me a short message, I will have your email address and can respond. I look forward to working with your child this year.

Kindergarten is a time for children to expand their love of learning, their general knowledge, their ability to get along with others, and their interest in reaching out to the world. While kindergarten marks an important transition from preschool to the primary grades, it is important that children still get to be children. Getting kindergartners ready for elementary school does not mean forcing children to master first grade "skills," or relying on standardized tests to assess children’s success. Our kindergarten curriculum actually includes such events as snack time, recess, and individual and group activities in addition to those activities we think of as traditionally educational. We encourage the growth of children’s self-esteem, their cultural identities, their independence and their individual strengths. Kindergarten children will continue to develop control of their own behavior through the guidance and support of warm, caring adults. At this stage, children are already eager to learn and possess an innate curiosity.

Our classrooms are environments that provide what children need to grow physically, emotionally and intellectually. Here are some things you can expect to see.

· Children are working with materials and/or other children. They are not aimlessly wandering or forced to sit quietly for long periods of time.

· Children are not expected to do the same things at the same time. Children have access to various activities throughout the day, such as building materials, picture books, art materials, puzzles, writing materials and learning materials.

· Teachers work with individual children, small groups, and the whole group at different times during the session. They do not spend time only with the entire group.

· Children’s original work is displayed in the classroom.

· Learning activities are in the context of children’s everyday experiences. Exploring the natural world of plants and animals, cooking, taking attendance, and singing are all meaningful activities to children.

· Children work on projects and have long periods of time to explore. Filling out worksheets is not a primary activity.

· Children have an opportunity to play outside.

· Books are read to children, with children and by children throughout the day.

· 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.

· The focus will be on the development of the child as a whole.

Maria Knee