Kindergarten Enrollement Policies

Maybe I have no case when it comes to questioning the time honored tradition of starting children in school when they are five years of age or close to it. But if I am wrong there will be those who will speak up and maybe be willing to debate the topic in a public forum.

Why not start children in school when they reach a certain height or weight. Well that would make about as much sense as starting them when they reach a certain age. Would it make sense to have children of four enrolled in a kindergarten class with five, six and seven year olds? Of course not, but that is what you have if you take into consideration the Mental Ages of a classroom made up of thirty children enrolled with present methods. You see, some children come to school with reading, math and social skills exceeding those of some first graders. Does it make sense to have these children tethered to children with mental ages as low as three years of age? Of course not, but some well meaning educationists will defend the practice on the basis of these above average children serving as role models for the rest of the class. And I am sure they will offer other seeming valid reasons for the practice.
Myron Moses worked on many levels during his teaching career. The twenty years he spent in early childhood education were most gratifying. He also served as an education consultant with Field Ent.
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PARENTS ARE THE FIRST AND MOST IMPORTANT TEACHER THEIR CHILDREN WILL EVER HAVE, AS THIS IS GROUND ZERO

I make no apologies for the above/statement. You must provide the opportunity for your children to become creative. Children do not become constructively creative if they do not live with it. I do not hesitate or wear paddes gloves when on this subject. Your child would be considered very fortunated if raised in an environment in which he/she might well come away with the gift of creativity. I am not talking about learning the letters of the alphabet or numbers. That will fall into place is you will just nurture your children. Now this is where you get started. If you are serious you will study the lives of those who were considered overwhelmingly creative and you will learn what goes into nurturing this aspect of a child’s nature.

See what you might do with the following ideas:

IF YOU WANT A CHILD TO LEARN SOMETHING, PUT IT TO MUSIC…..

Children learn about things they ‘bump’ into. And a never ending one.

The LEARNING WALLS. ….QUESTIONS AND EMAILS

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PARENT = THE FIRST TEACHER (CREATIVITY)

In education, as in any endeavor, you take an idea and run with it. If it is a great idea it may will sprout wings.

And when your are through with it, if you ever are, you may find yourself in the clouds looking down at a landscape which may never be the same, a land-scape strewn with the seed of creativity.

Children do not become constructively creative if they do not live with same. At the risk of overstating it, the child would be fortunate if raised in an environment in which he or she might,
well, come away with the gift of creativity.

Parents could rank creativity as one of the most important gifts they could provide their children. A GIFT FOR A LIFETIME. They must live with it to learn it.

If you study the lives of those who were considered overwhelmingly creative you will learn what goes into nurturing this aspect of a child’s nature.

Any parent who is serious about gaining an understanding of a big part of the puzzle with not go very long without reading a book written by Malcolm Gladwell. The title of which is, OUTLIERS. It is ‘The Story of Success’.

When you finish with this book you will find that you have no excuses for not accomplishing you own goals or at least taking the first steps, steps which you may have been putting off for longer than you might want to admit.

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When Should Your Child Start Kindergarten?
1. At a certain weight?
2. At a certain height?
3. At a certain age?
None of the above would be a good choice. Read the article and see what your solution might be.
WHEN SHOULD YOUR CHILD START KINDERGARDEN
What school would you like to enroll your child in for kindergarten? One in which the children are approximately the same age. Not quite, but at least none more than nine months younger than the eldest. Oh, that sounds great, but what about their mental ages? Did you know that children come into some skill areas? Or would you like to have your children in a classroom where the teacher faces children who are no more than one year apart in regard to their mental ages?

The teacher in the first choice is faced with the impossible task of meeting the needs of thirty or more children who are anywhere from pre-school level to some who are already reading and have basic math skills. The answers to the above question come under the heading of being no brainers. If you have a child who excels in academic and social skill, would you want your child tethered to students who have achieved only a very low level of readiness? On the other hand would you want your child who is just beginning to show an interest in activities associated with kindergarten to be, in a way, tethered to the more advanced children. I say this because the teacher in the first example has to make decision on how to divide up the time devoted to children of such varying abilities. What am I doing? I am coming close to raising the specter of homogeneous grouping. Some might say that. But what I want is to see children in a situation in which they have an opportunity to take bold steps toward realizing as much of their potential as their school and home environment can offer. Problems? Definitly!! But if we do not make an effort to solve this problem the problem of school dropouts continues. Efforts should be made to not have children under or over placed in a given grade. This is the tip of the iceberg and as a parent you should do a great deal of research and come to your own conclusions. When it comes to using school as a socializing factory, we are in trouble. Who decides the criteria for this seemingly worthwhile goal? And how is it implemented? I do not want to see a lock step approach to any aspect of education. A thought about those who control the content that goes into the curriculum. The more remote that control is the less it represents the local school district. You will find some absurd reason given by the bureaucrats for having federal control over all our children. I was going to say ‘over all our schools’, but the point is better made by saying ‘children’.