By
Dr. Cindy Thomas-Cary
August 7, 2009
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following standards: (a) Transition plans and policies of action with clear goals connected to transition are in place; (b) Transition teams are created which include preschool teachers and directors, kindergarten teachers, principals, parents, and community partners; (c) Letters, brochures, parent meetings, and open houses are provided to share information about the transition process; (d) Meetings between preschool and kindergarten teachers are arranged to support collaboration between programs;  (e) Children interact with their anticipated kindergarten teachers by visiting kindergarten classrooms; and (f) Kindergarten teachers visit children’s homes prior to the start of school.

Curriculum Content

          Teachers in exemplary pre-kindergarten programs use developmentally appropriate practices. These practices are based on how young children learn, the child’s current knowledge and abilities, individual learning styles, relevancy to life experiences, and respect for culture and individual differences (National Association for the Education of Young Children, 1994). Teachers promote developmentally appropriate practices by providing children active learning opportunities for direct and immediate experiences with objects, people, ideas, and events.

          Exemplary pre-kindergarten programs utilize a planned curriculum that is research-based and emphasizes language, emergent literacy, early mathematics skills, social and emotional development, physical abilities, and structured and unstructured play. In California, pre-kindergarten teachers plan social and academic learning goals according to Foundations - early learning standards for children ages 3 to 5(California Department of Education, 2009).