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Teacher Says
With Evelyn Vuko,
Education columnist
Tuesday, Feb. 12, 2002
Evelyn Vuko is the author of Teacher Says, a monthly look at issues in primary and secondary education from an educator's perspective.
Vuko, a teacher in the Montgomery County school system, answered questions from parents of children preparing to enter kindergarten, as well as others interested in current topics about schools.
The transcript follows.
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Fairfax County, Va.:
I just attended a Kindergarten Readiness program at my child's preschool. I learned
that, at least in some local schools, most kindergarteners are 6 years old. What is the average number of 6-year-olds in a kindergarten class?
Evelyn Vuko: It's been my experience si that about half the class will have a sixth birthday in kindergarten.
Cincinnati Ohio:
Hello,
My child turns 5 on July 1. He has been at a Montessori preschool (ages 3-5) since September. The teachers now tell us that he needs a "gift of another year" at preschool (3 hrs a day). They say they haven't had enough time to get to know him and therefore can't recommend kindergarten (6 hrs a day). Upon observation he appears to me to be capable of doing all that the present kindergarteners are doing. One concern is that reading and writing are only emphasized for the kindergarteners. I would appreciate your comments on the above and whether you think we should move him to a place that will take him as a kindergartener. Also, any comments on Montessori?
Thank you
Evelyn Vuko: Hello, Cincinnati! I'll start from your last question. I believe that a Montessori preschool experience can be a powerful one for kids. I like the mixing of the physical and mental activities like stacking tower of blocks, sweeping in circles with a broom; all these simple things get the little ones' neural pathways positioned for the tasks of reading and writing. I also like the fact that the kids have input into their daily work.
If I were you, I'd get a second opinion. With the teacher's permission, I'd get an independent school counselor to come in and observe your son's progress. He/she will give you an objective opinion. Contact your local public elementary school for the name of a qualified independent school counselor.
You could move him to another Kindergarten in the fall and if you have doubts about his readiness for reading and writing, get him privately tutored over the summer.
Good luck.
Great Falls, Virginia:
Should a child be taught to read in kindergarten?
What is the ideal kindergarten class ratio of students per teacher, assuming that none of the kids are handicapped?
Evelyn Vuko: A child should be taught to read when a child is ready to read. Some kids instinctively know that there's a relationship between the letters they see in a favorite book and the words a person says. I've known kids who are sounding out words like "mom" and "dad" at two years old. On the other hand, some kids don't put all the hieroglyphics of reading together comfortably until the end of second grade. I think letters and sounds should be introduced to all kindergarteners, how far they go beyond that depends on the child's understanding and motivation.
I like a class ratio of one to five, expecially in the lower grades.
Arlington, VA:
After weighing our kindergarten choices carefully, we have chosen a small parochial school. But for all its positive aspects (small class size, close-knit community, emphasis on values), it lacks resources. It has minimal playground equipment, only 3 computers per classroom, limited art supplies, etc. Do these things make a difference in the overall education my child will be receiving or are they just icing on the cake?
Evelyn Vuko: Hello, Arlington! Teachers never have enough resources. We are wizards of creating something out of nothing.Go visit the parochial school for the day and watch the teacher at work. Is he/she the kind of teacher whose class never has the time to notice that supplies are in short demand? If not, you might start a parent fund-raising effort...
Baton Rouge, LA:
My daughter will be starting Kindergarten at the age of 'almost 5' - she's always been in daycare with older kids and has had no problem keeping up - school work and socially and her teacher says she's ready to go. I feel like she's ready for Kindergarten and the school I'm sending her to even had her sit in with their current pre-K class and said she's ready. However, I am a little concerned about the age difference here - she'll be almost five, some will be almost six. Have you known of any developmental type problems here? She's tall for her age so I don't think she's likely to get picked on as a 'runt' - I think I just have the jitters and I'm trying to educate myself on possible problems so I can be prepared.
THanks!
Evelyn Vuko: Hello, Baton Rouge! Jitters are fine sometimes, they keep you at full attention...Kids who've been in daycare a long time have more socialization skills than those who haven't been. The issue might, however, be an emotional one. How does she handle frienships//sharing/coping/interacting/playing? Ifshe's one of those kids who, depsite their age, is emotionally secure and stable, she will be fine. Watch these interactions closely for the next couple of months and let her behavior be your guide.
Washington DC:
My son is in 2nd grade. He turned 7 the first week of school. My problem is his writing skills are be graded at basic level. How can I help him to improve his writing skills? His teacher says his reading is good. What is to be expected of a 2nd grader's writing ability?
Evelyn Vuko: Hello, Washington, DC. I'm assuming you mean creative writing not the craft of making letters...therefore, read him stories, take him to the movies, look at family scrapbooks together. Then ask leading questions...what do you think is going to happen next? How do you think the story will end? Does he want to change the ending? Now that the story has ended what do you think will happen to the characters? After he tells you, tell him your ideas. Then consider them both. The object is to get him thinking beyond the boundaries...if what you come up with is better than how the story was written or portrayed, sit down together at the computer and write it up. You be the hands at the keyboard and let him be the brain. Imagination is a powerful inducement to write...
Lanham, MD:
Good Morning, I have a 5 year old that is in Kindergarten, he is reading on a level 4, and academically, he is at the top of his class. I do a lot of supplemental work with him at home (extra reading, computer work, work books)because I feel the he is not getting what he needs in Kindergarten, he complains that he has "baby" work in school (smile) His teacher refuses to give him extra work to keep him busy while the others are working. (most times he is done). What else can I do to keep his idle mind busy and not get into trouble.
Evelyn Vuko: Hello, Lanham! She refuses to give him extra work? What is her reasoning? Get to the bottom of her refusal by scheduling a teacher conference TODAY. Bring examples of the work you do at home together. Is there anything similar he can quietly do while the others are reading? Surely she won't mind if he reads a book quietly. If you don't like what you hear from her, make an appointment with the principal. You have done a fine job of supplementing his education, now the school needs to do the most they can do.
Great Falls, Virginia:
Hi Evelyn!
In general do you think private schooling at the kindergarten level is superior to public schooling at that level? As a parent, would I get more for my buck if I sent my child to public school right now and then perhaps send him to private school once he starts junior high or high school or should I spend my reserves right now at the kindergarten level? Thanks for your advice!
Evelyn Vuko: Hi, Great Falls! Private schools don't always have a better program, however, they usually have smaller classes, which is critical in the lower grades. A principal I greatly respected always said, "get them the strongest education in the early years, then they can go anywhere."
Your job, Mom, is to find that school. Sounds like you have some visiting to do...
Warrenton, Va.:
In todays teaching environment it seems that there is a major trend on holding pre-schoolers out of kindergarten (at least in my geographic area). In my daughter's pre-school class, there are 15 students (10, 5-year-olds and five 4-year-olds). Of the 4-year-olds, half of the parents are opting for another year of pre-school. Our 4-year-old (June birthday) has a struggle with group settings and the teacher (Certified) seems to think it is a maturity issue. It seems she can focus when the subject matter is something she is interested in but has a problem otherwise. What do you feel the benefits/negatives of keeping her in pre-school for another year would be considering her cognitive skills are fine. What factors would you consider in making the decision? Would you recommend a Gesell readiness test? Thank you for your opinion.
Evelyn Vuko: Hello, Warrenton. Social/emotional issues create the greatest divide at his age. Group dynamics are totally different than one-to-one; a whole new set of subskills are needed like sharing and coping and patience and tolerance. These are things that are only taught by experience. Are their any other social settings she's involved in other than school? Dance class? Sports? Play groups? I'd suggest you beef up her group experiences to give her more practice.
Cincinnati again!:
Hello,
I read to my son (4.5 yrs) for about two hours each day (not continuosly). He really enjoys it for both the story and the personal time with me. He watches no television because we feel it fosters too much of a passive attitude. It occurs to me that the reading time might do the same thing. He can spell words and recognize some (stop, Ohio etc.) but shows no interest in reading. Comment? Do you have any suggestions for fostering a love of reading or nurturing comprehension skills?
Thanks
Evelyn Vuko: Hey, Cincinnati Again:
Reading is not only done in books. Use books on tape or hand-picked videos, or take him to listen to storytellers, or tell him stories of your childhood. Ask his grandmother to tell him stories. Or ask him to tell you stories and write them down and illustrate them. When he comes home from school each day, have him tell you about his day in chronological order. This boosts comprehension because it helps him track "a story line." This makes reading come alive. Good luck.
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