Kindergarten Information Night: Advice and Reassurance for the Transition Ahead
By Andrea Alexander Gorgazzi, Teacher
As children approach their fifth birthday, there is a common thread running through parents’ minds: “My child is going to kindergarten!” On January 17, Bing Nursery School staff and teachers gathered with approximately 70 parents to discuss next steps and answer questions at our Kindergarten Information Night.
Adrienne Lomangino, head teacher and pedagogical specialist, covered the nuts and bolts (including age requirements) for kindergarten programs in the local area. She focused on the many transitions kindergartners typically encounter at their new schools, which differ from their freedom of choice and freedom at movement at Bing. Following these key points, Lomangino discussed the Bing “Kindergarten Transition Survey,” an annual questionnaire offered to parents of Bing alumni entering kindergarten. Questions include children’s feelings about school, tips for preparing parents and children for kindergarten, and, most importantly, how Bing prepares children for kindergarten. Results showed the following:
• Most children enjoy school, their teachers, and peers
• 66% of children were excited about entering kindergarten, while 86% were excited after attending for several months
• 76% of parents said the transition to kindergarten was somewhat easy or easy
• Very few parents found the transition difficult
Surveyed parents were straightforward when discussing how Bing influenced their child’s transition to kindergarten, stating that Bing alumni advocated for themselves and learned to work with a diverse group of people due to their experience in mixed-age classrooms. The key element that parents referred to repeatedly was the confidence their child had gained while attending Bing. Indeed, the survey paints Bing as a place for risk-taking endeavors, where children are afforded the liberty to explore, experiment, and confront challenges in a nurturing and secure environment.
Lomangino enriched the presentation with other parental insights surrounding the kindergarten transition. These insights underscored the paramount importance of maintaining a positive outlook throughout the transition process—a sentiment reaffirmed by Bing’s pedagogical approach. Many parents also recommended familiarizing children with the nuances of their new educational environment, from unfamiliar schedules to fewer teachers in the classroom. During the initial transition to kindergarten, parents and educators alike stressed the benefits of proactively addressing children’s potential fatigue and emotional fluctuations. Suggestions for preserving the children’s well-being included ensuring they get adequate rest and balanced nutrition and engaging in thoughtful discussions about the impending transition to soften potential anxieties.
Building Blocks of Readiness
Emma Vallarino, manager of Bing’s Kordestani Program for Parents and Educators, said that parents often ask what it means to be “ready for kindergarten.” She followed with a presentation called “The Basic Building Blocks of Kindergarten Readiness,” a pyramid model created by San Mateo and Santa Clara counties to show the multifaceted components of kindergarten readiness. Vallarino explained each feature of the pyramid and described the collaborative relationship between Bing and parents in fostering kindergarten readiness abilities. The pyramid begins with self-care and motor development, and progresses to social-emotional skills, self-regulation skills, language, communication, and literacy, culminating with mathematical proficiency. Foundational self-care skills include using the toilet, opening a lunch box and Thermos, and taking off and putting on one’s jacket.
The presentation then moved on to the middle tier of the pyramid: social-emotional and self-regulation skills. Bing’s program nurtures these competencies by fostering collaborative play, emerging literacy, and resilience-building experiences. Essential to this developmental path is acquiring self-regulation skills by participating in structured routines and cooperative play—a hallmark of Bing’s educational philosophy.
At the top of the “readiness” pyramid is academic competency, which is woven into Bing’s play-centric curriculum. Children’s language acquisition and literacy development blossom through storytelling opportunities and participatory activities. Acting out restaurant roles in the dramatic play area, for example, or dictating a story to a teacher fosters linguistic fluency and narrative comprehension. Numerical skills are also embedded within the fabric of play-based collaborations as a fun and natural introduction to mathematical concepts and patterns.
Vallarino finalized her presentation by introducing a model of early developmental competencies known as the iceberg model, conceived by Dale Farran, a distinguished developmental psychologist at Vanderbilt University. Farran’s research underscores the significance of measurable skills, such as early reading and numeracy skills, and the underlying competencies these rest on—including curiosity, persistence, and resilience—that form the basis of lifelong learning.
On the surface are tangible, quantifiable skills like mathematics and literacy. These tend to receive considerable emphasis due to their observable nature. Yet, beneath this surface lies a myriad of foundational skills that are key for sustained intellectual and socio-emotional growth. These underlying skills—such as persistence and flexibility—are nurtured in our play-based setting and prepare children for enduring educational success.
Teacher Tips to Ease the Process
Transitioning from presentation to panel, Bing teachers then offered a host of tips to help parents prepare their children for kindergarten. Head teacher Nandini Battacharjya cautioned against discussing kindergarten too early or often. If children hear, “You will go to kindergarten when you are 5,” they may take that to mean they will change schools mid-year. She suggested that parents use the summer months to build bedtime and breakfast routines, practice self-help skills like toilet routines and putting away personal items, and complete necessary doctor visits. Predictable routines bring children a sense of security, especially as they approach kindergarten.
Teacher Kelli Agnich spoke about the start of kindergarten, drawing on what she experienced with her children. As a general matter, Agnich underscored the importance of maintaining a positive attitude toward the kindergarten transition in the presence of children. Keep private conversations with partners out of children’s earshot and ensure that public exchanges with fellow parents praise experiences and newfound friendships within the community. As a more practical matter, Agnich urged parents to be intentional with how time is allocated. While it may be tempting to enroll children in several activities, she suggested prioritizing quality over quantity.
Lastly, head teacher Todd Erickson pointed out how children engage with the present so effortlessly, reminding parents to follow their lead and cherish the precious moments with them without allowing thoughts to drift toward the future. Play on the carpet, read to your children, and build memories. Erickson also spoke about the intense emotions children might exhibit at home during their Bing years and when they transition to kindergarten. High emotions are often the result of a lengthy school day, making it so important for home to be a sanctuary where children can play and unwind.
As the evening came to a close, attendees were encouraged to think of the kindergarten transition as a dynamic event that unfolds over time rather than an isolated moment in a child’s life. Parents left the discussion assured that Bing has been preparing their children for the next developmental milestone and transition to kindergarten since the day they first set foot in the classroom.