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There are many new expectations in first grade. Reading books, working with math problems, and telling time are just a few examples of things that will be expected of a first grader. With many more expectations, moving from kindergarten to first grade is a large step for many students not only academically, but also socially and emotionally. Unfortunately, transition practices from kindergarten to first grade are not widely used. Only about 56 percent of public school teachers use first grade transition practices compared to 5 percent of teachers who use kindergarten entry transition practices (La Paro et al. 64). The transition from kindergarten to first grade is a big adjustment for children and their families for a few reasons. One is the pure fact of lack in proper transitional educational programs between the two grades. The other is the pure expectations of first grade. First grade is the start of many other critical transitions that will follow them throughout their schooling. This transition from kindergarten to first grade is a fundamental time in a child's educational career.
For many, first grade is the start of full time formal schooling. There are many differences and changes when they enter this grade. This may be the first time coming to school all day or everyday. The structure of first grade is much more demanding than kindergarten. There is more responsibility placed on the student, and they are encouraged to be more independent. Expectations increase as do the rules and consequences. La Paro notes that, "kindergarten classrooms are generally more similar to preschool classrooms than first grade classrooms are similar to kindergarten classrooms" (66). In preschool and kindergarten, playtime was encouraged and given to the students often, while in first grade, playtime or now known as free time, is a reward and is restricted. In addition to playtime being limited, nap time is usually taken away, and there is less time focused on breaks. On the whole, first grade brings upon a whole new world for students.
This transition does not have to be a bumpy one; teachers can use some of the following strategies to help smooth the transition from kindergarten to first grade. As mentioned in the opening paragraph, a Transition Practices Survey revealed that "between 56 percent of public school teachers and 76 percent of private school teachers use first grade transition practices" (La Paro et al. 75). Some of the strategies that these teachers were using were meeting with other teachers to talk about curriculum, child placements and programs, and allowing kindergarten classes to visit first grade classes (La Paro et al. 64). In that same survey, "over 60 percent of teachers reported that they did not send parents any information about first grade" (La Paro et al. 75). Attempts are being made but there are still more things that should be recognized to make the transition smoother.
One crucial way to make the transition more efficient is to involve the parents. You can get the parents involved through frequent and consistent contact with them. Teachers can send home letters to the parents explaining the transition processes as well as giving parents some tips for the parents to help the child at home make the adjustment. Along with this letter, teachers could provide classroom placement information and also an invitation to visit the first grade classroom with their child (La Paro et al. 7). An example letter is found in the appendix E. If the school does not have an open house or back to school night, it is essential to have your classroom open for students and parents to tour. It makes the first day much less stressful when they have an idea where their classroom, locker, desk is located, and who their teacher is. Teachers should explain rules, policies, and their expectation of both the parents and the students.
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Another effective strategy is to introduce first grade before the end of the kindergarten year. Have the first grade teachers come in, present themselves, and explain what first grade is all about. The children will feel relaxed and comfortable because they are in a familiar setting. The kindergarten teacher can let the children know that they will be there next year and they should feel free to visit him/her or talk to him/her in the hallway if one of the students needs help with anything (Moore 1). On this same note, while interviewing a teacher, another great transitional idea surfaced. Her suggestion to make the transition easier was a strategy that she uses every year, "children write a letter to the next grade teacher telling about themselves" (teacher 1). Although, writing a letter may not be as feasible for a kindergarten class, it could be adapted to a like and dislike poster. Have the children draw or cut out pictures, use stamps, write out words or simple phrases, etc. to describe their likes and dislikes. This will familiarize the first grade teachers with not only the children's likes and dislikes but the quality of work that they can do. These collages of their likes and dislikes could be displayed in the classroom during the open house if and only if all of the students completed one. This would ensure that all students felt included at the open house.
Along with the open house, not only should the kids get acquainted with the classroom but it is equally important for the students to get to know one another and the teacher. According to a survey in, Save Our Schools by Mary Susan Miller, all grade levels where asked what single quality they considered most important in a teacher. The number one response was, "Someone who cares about us" (Miller 60). Today, students are coming to school carrying more stress and problems that overweigh the problems on their homework or stress of a test. This makes it essential for teachers to relate to there students as people, not just as a number in the grade book. Students need to know that they are cared about and that school is a safe place they can come to (Miller 60). The same teacher mentioned earlier once said, "When I show I care about the students and they feel like this is a safe place to come, their behavior and achievement are much higher". "I use getting to know each other activities, circle time, share time, and many group activities for the students to get to know not only their classmates but me" (teacher 1). All of these things are constructive to use with when familiarizing students with one another in the classroom.
All in all, these strategies will help with making smooth transitions from kindergarten to first grade but the key word is help. Each classroom is going to have distinct characteristics and unique demands for students and families so it is important to be flexible and creative. A great transition from kindergarten onto first grade can start a child on a path of success throughout their educational career.
Works Cited
La Paro, K., Robert Pianta, and Martha Cox. "Kindergarten teacher's reported use of kindergarten to first grade transition practices." The Elementary School Journal 101 (000) 6-78.
Miller, Mary Susan. Save the Schools. New York HarperCollins, 1.
Moore, K. "Successful End of the Year Transitions." Scholastic Early Childhood 14.8 (000) 11-1.
Teacher 1
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