Should parents decide to retain their child in kindergarten and if so, will retaining children in kindergarten cause a negative impact on their social and emotional development?
Kindergarten used to be a time for learning through play. The curriculum consisted of learning to use scissors, crayons and very basic skills. Teachers never held children back unless they were still too young to begin first grade. Today kindergarten isn’t quite as relaxed as it used to be. For example, children are already beginning to learn math and reading skills. This new curriculum helps children meet new learning standards imposed by the government. Some children might need more time to absorb all the information they will need to know by first grade. For
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Scientists would need to determine if holding a child back who is already struggling can put them further behind socially and or emotionally. For example, would these children show more problem behaviors or have more negative attitudes toward school? Scientist would need to do background research by analyzing children who were retained and see how well they adjusted to school on a social level. Scientists would also need to observe these children carefully to see if they present more behavioral problems than their peers. They would need to determine if there’s a negative effect or a positive effect on children that repeated a grade. Scientist would have to analyze these results and come to a conclusion to see if there’s a social or an emotional impact on these children’s behavior. The strength of this method as it applies to the research question is that parents will get to see if there’s any negative impact on social or emotional development when it comes to retaining their child. The weakness of this method as it applies to the research question is that there’s no definite answer and each child is unique and may cope differently to certain situations. Also, some children will not show any social or emotional development right away but …show more content…
Children are struggling to keep up with their peers because some children might need more time to absorb all the information they will need to know by first grade. For this reason the number of children being held back is rapidly increasing in schools. Therefore, scientists will constantly need to define and identify the problem. For instance, why are these children falling behind? Scientists will have to form a hypothesis, and make observations as to why these children are struggling. Moreover, they will need to organize and analyze data to support the hypothesis before drawing a conclusion and figuring out a solution as to why these children are struggling. These steps of the scientific method apply to the research question because it allows scientists to study if it’s beneficial for children to repeat kindergarten. Will these children succeed academically in comparison to their non-retained peers? Will there be a negative impact socially and or emotionally when comparing them to their non-retained peers? These are the questions scientists will be able to answer when they apply these steps of scientific methods to the research question. For instance, when applying the scientific method to the question of whether or not a parent should retain their kindergartener, it allows scientists to observe and analyze the issue at
The Child Development Center of College of San Mateo provides early care and educational programs for children between the ages of 3 to 5 years old. Children are divided into classrooms with a “master” teacher, a “regular” teacher, and two or three “associate” teachers. Klara attended Classroom, “A,” a stimulating and well-resourced classroom. Klara was observed for two hours on Monday from 9 am to 11 am and for two hours on Wednesday from 9 am to 11 am. During these two hours, classroom activities consisted of “free time,” “story time,” and an outside “play time.” A “master” teacher, a “regular” teacher, and two “associate” teachers were present during observations. Additionally, a total of eighteen children were in attendance during the observed days.
In conclusion, development and improvement in early youth include collaboration of inner procedures, supported by outer help and stimulation. Understanding the idea of human development will bolster my training in evaluations, mediations and surveys. While both physical and biological changes affect the child, I should have the capacity to recognize
Helps to establish that a student’s low academic achievement is not due to inappropriate instruction, poor developmental activities and expectations deficit
Child psychology incorporates standardized experimental methods in which the investigator controls the environment and non-experimental studies in which researchers observe the subject in a natural setting. When researching children, there is no ideal approach, and factors such as gender, age, personality, or the subject of the study are suggestive of what investigation method is suitable. An educational psychologist works with schools, nurseries or any other organizations that engage with children and provides reports and advice to SENCO (Special Educational Needs Co-ordinator) representatives about observation of particular children’s cognitive development and evolution. To help in the development of problematic children, an educational psychologist may use standardized tests to evaluate the nature of the problem and set milestones for a plan of action. Furthermore, when
There are about a million and one things to look into when parents are deciding if they will send their child to preschool. The history of preschool shows a lot of interesting information about how preschools have changed and how they affect students. It is said that preschool will give students a head start. There is also the price to think about when sending children off to preschool. But those are just a few of the many factors people may think about before sending their little one off to school. Some other things that are not usually brought up right up front are locations of preschools, the curriculum taught, the types of teachers, etc. People generally just think about the cost and the fact they have a place to send their child to learn while they work.
The article cites very little of the actual facts of the study making the claims harder to accept and more susceptible to critique. The study itself seems to have overlooked some added external effects and made some assumptions critical to the issue. One factor discussed in class is the size of the study and the people comprising the study. The study size is a decent study size of 37,000. However, the study does not specify some serious factors, such as family size, the structure of the family, the age of the participants and how long the study followed children.
To start examining these long-term affects, this article suggests that a committee be brought together with professionals of many different areas who work with the child and have observed their growth. Research should span across the child’s physical, mental, and behavioral health areas. Having professionals from many different disciplines allows for a wider expanse of knowledge of the development of a particular child. That child’s Pediatrician will be able to give information on the child’s physical health. The school-teacher would be able to provide information on the child’s social development. A psychologist would be able to provide information on the mental status of an abused child...
Statics from the US Census Bureau reveal that just under half of all 3-4 year old children attended preschool in 2013. This is the also the same year that most school districts across the country adapted to a full day of kindergarten, rather than a half day. This means that children now will be expected to handle a 6 hour day of learning and, consequently; for those children who do not attend preschool this could be a real challenge. Preschool not only helps a child with social and emotional skills, it also provides a strong foundation for academic learning. It gives them an opportunity to become familiar with routine in a structured learning environment and can help make the transition to a full day of kindergarten even easier. Yet, there are still some parents who feel -- for many reasons, preschool is unnecessary and choose not to send them.
Horowitz article “Child Development and the PITS: Simple Questions, Complex Answers, and Developmental Theory” speaks about the expressed and unexpressed needs of parents, caregivers, and teachers to come across data and/or answers that demonstrate that there is a single-variable responsibility for developmental outcomes. As a result of such needs, the media overgeneralizes, exaggerates, and popularizes messages and advices. However, messages that encourage single-variable responsibility influence “good enough” advice and “seemingly” scientific rationale for the failure to educate. The message that Horowitz attempts to convey through this article is to counteract the idea of simple questions resulting in simple answers. She states “if we accept as a challenge the need to act with social responsibility then we must make sure that we do not use singe-variable words…as to give the impression that they constitute the simple answers to the simple questions asked by the Person in the Street lest we contribute to belief systems, that will inform social policies that seek to limit experience and opportunity and, ultimately, development” (Horowitz, 2000, p. 8). Horowitz message is that the greater the scientific data the obligation is to then integrate theoretical complexities; “a depiction of the constitutional, social, cultural, and economic sources of influence on development with respect to the nature of experience and in relation to the circumstan...
The practice of delaying a child’s enrollment in kindergarten until age 6 instead of the standard enrollment age of 5 is known as pre-primary academic redshirting. Originally the practice of holding back a child for a year from entering kindergarten in order to provide them an athletic advantage due to advanced physical maturity, the practice of redshirting has developed an emphasis on academic maturity, as redshirting allows students to enter kindergarten having an advantage over their younger and less mature peers in terms of academic preparedness. Redshirting for academic purposes has been on the rise in American schools, as nearly 17% of children in 2008 were admitted to kindergarten at age 6, whereas only 9% of children were admitted to kindergarten at age 6 back in 1993. The sudden increase in redshirting creates significant age and ability gaps in kindergarten classes, providing redshirted children with a better chance of academic success than their younger peers due to more maturity. However, redshirting is not
Preschool isn't just a place for parents to drop off their children while they are at work for the day. It is in preschool where children learn the necessary skills needed to succeed in school and in life. With high-quality preschools and qualified teachers the possibilities are endless. It's not only the children who reap the benefits of Early Childhood Education; their parents, fellow peers, and even society feel the positive effects of quality preschool programs. Children enrolled in quality preschool programs are more likely to succeed academically and socially when they are older.
Another factor in the development of children is the education that they receive. If a child has a good experience in school, they will come out a better person. If the child has antisocial behavior, the experience in school may make that behavior wor...
Peisner-Feinberg, E. S., Burchinal, M. R., Clifford, R. M., Culkin, M. L., Howes, C., Kagan, S., & Yazejian, N. (2001). The Relation of Preschool Child-Care Quality to Children's Cognitive and Social Developmental Trajectories through Second Grade. Child Development, 72(5), 1534.
Entering my kindergarten teaching experience in the last quarter of school year I had to quickly become familiar with kindergarten content standards and the school’s curriculum. To do this I observed my mentor teachers instructional time with the children and gained as much information as I could about the children’s educational standing by developing a professional relationship with the my mentor teacher and the children. I learned that the majority of my kindergarten children had not previously attended preschool and that this was their first year of school. I found that interacting with the children in social activities provided me with great insight to their literacy, math, science, and social studies development. In reviewing the children’s class projects, school displays, and an array of their work sample along with my mentor teachers year-long assessments I was able to recognize challenging, emerging and advanced content areas of the children’s core curriculum. These emerging and challenging content areas is what I centered my curriculum planning around. “Information about each child’s learning and development is used to evaluate teaching effectiveness. This may lead to changes in schedule, curriculum and teaching strategies, room set up, resources, and so on.” (Bredekamp and Copple, p. 249)
in said children. A study that can be used to explain the effect parents have on their