The Preschool Times

The school telephone has been very busy these last two weeks as we fielded two different types of phone calls. One was the predictable call from parents checking on their child’s adjustment to the preschool setting, the other (also predictable) parents of recent graduates, now in Kindergarten. The last few weeks I’ve shared some of the transition issues young children are learning and mastering when left for the first time in a new setting. This week we focus on our graduates.

I am a firm believer that children are capable of reading, tying their shoes and acquiring appropriate independence skills prior to entering elementary school. For the last five years, we have succeeded in accomplishing this goal 95% of the time. We set high standards for the children and provide them with the skills necessary to achieve these goals. It is a formula that has worked well in all of the schools I have had the pleasure of working with and for. Children who graduate from our program are competent and excited to take on their next learning adventure. The first week goes off without a hitch. Week two is when the phone calls start pouring in. The children do not want to go to school. The class work is too easy! It is for babies….

Most parents take the complaints with a grain of salt, but then they look at the work and agree it is for babies. The children stand at the edge of a great precipice ready to try their new wings and they feel like they have lead weights tied to their feet. Rather than soaring to great heights, they are being tied down. What’s a parent to do?

First take a deep breath….. Teachers need a little time to get to know their students and how they function in their classroom setting.  To each parent their own child is a genius, as it should be. However, the definition of genius is different for most of us.  After two weeks, if you and your child still believe they are not being appropriately challenged; write the teacher a note outlining your child’s academic strengths and weaknesses. If your child is reading, send a book to read to the teacher or demonstrate their printing skills.   Remember:   One parent’s definition of reading or writing is not the same as others.

Finally, if after contacting the teacher and establishing a suitable plan for your child’s education, the work still remains too easy, it’s time to request a conference.  A discussion between a parent and teacher will clarify what your child is demonstrating in the classroom setting. Understand that you might not have the complete picture of how your child is functioning. If all else fails, speak to a guidance counselor, vice principal or the next person in the chain of command.  Do not become prematurely disillusioned.  When you advocate for your child in a calm and organized manner, you help ensure that their educational, social and physical needs will be met. The most important point:  It is not okay to allow your child’s burning quest for knowledge to dim.  It is not okay to just let it be.

The curriculum can change to meet the caliber of the student; it is up to the parent to be an advocate for it!

Peace & Light,

Grace