Kindergarten Information Night: Strategies for Smoothing the Transition

By Lara Cardamone, Teacher

At this year’s kindergarten information night, panelists and more than 70 parents came together for a lively, informative discussion about ways to facilitate a smooth transition to kindergarten for children. This year’s panel included pediatrician Rick Lloyd, elementary school principal Mary Bussman, Bing head teachers Nandini Battacharjya and Adrienne Lomangino, and Bing teachers Lauren Matheou and Jen.na Rist. Bing head teacher Colin Johnson moderated the event, held Jan. 18. 
 
Rick Lloyd, a father and pediatrician with 40 years of experience, started the evening with an introduction to typical development for kindergarten-aged children. He began by stating, “There is no better age than 5.” He spoke about a 5-year-old’s desire to please, and reminded us that 5-year-olds still believe magic is real, and that their imagination is nearly limitless. For healthy development, children this age still need time to play and engage in self-directed activities, he said. 
 
Lloyd outlined the aspects of kindergarten readiness parents should look for, beginning with the ability to dress independently, wipe after going to the bathroom and brush one’s teeth. By the time a child starts kindergarten, his or her speech should be 100 percent intelligible. They should also be able to label their emotions correctly and to recognize when they are feeling fear.ful. He said that pediatricians are good resources for parents who have concerns about their child’s development.
 
Next, Bing head teachers Johnson and Lomangino discussed the experiences of Bing alumni at the beginning of kindergarten, drawing insights from a recent survey. The survey, developed by Lomangino, included responses from the families of 57 of the 120 alumni who began kindergarten in the fall of 2016. The survey asked parents how their children felt about kindergarten before and after they started their programs. The survey provided information about experiences in 34 different kindergarten programs, both public and independent. 
The survey found that most of the children were enthusiastic about kindergarten from the start, and those who weren’t quickly adjusted. According to the survey, before the children started kindergarten: 53 percent were excited about kindergarten, 19 percent were neutral–excited, 12 percent were neutral and 12 percent were reluctant. After attending for six weeks, however, almost 70 percent of the children were excited to be in kindergarten, 25 percent were neutral–excited, and less than 2 percent were reluctant. 
 
What can parents do for children to ease the transition? The panelists provided some pointers:
 
Lomangino encouraged parents to set realistic expectations for their children, adding that children benefit from the adults in their lives presenting kindergarten in a positive light. It’s also important to avoid overscheduling children. If they’re going from a part-time program to one that is five days a week and has longer sessions, they may not need many extracurricular activities. Making new friends and experiencing a new routine requires a lot of work on a child’s part, so a good amount of sleep and downtime helps. 
 
Talking too much about kindergarten far ahead of time can build up children’s anxiety, said Lomangino, suggesting that parents wait until August to bring up the transition. Most programs have opportunities for the children to visit the school and interact with future classmates over the summer. She recommended making connections with new classmates ahead of time and arranging a play date shortly before kindergarten begins. It is helpful for parents to become involved with the new school during the first year. For example, parents might consider volunteering in their child’s classroom.
 
Bing’s play-based program facilitates children’s development of emotional resilience, which will benefit them greatly in navigating new routines and new social dynamics. Lloyd stressed that resilience will also come from predictable routines and having a sense of humor. Listen to children’s strong feelings without interrupting, acknowledge these emotions and cuddle, suggested Mary Bussman, principal of Walter Hays Elementary School in Palo Alto.
 
“Remember, when they come home at the end of the day, what you hear is their interpretation of what happened. Try to see what they are sharing with you from a child’s perspective,” said Lomangino. One way to do this is to role play, Nandini Battacharjya suggested. Pretend to be a child in their class, and let them pretend to be the teacher, she said.
 
Bing teacher Jenna Rist shared findings from her master’s thesis, which showed that play at Bing—using open-ended materials such as blocks, clay, paint, sand and water—provides a sound foundation for building skills in kindergarten and precursors to meeting the State Common Core Standards—a set of skills for students to achieve by the end of each school year in elementary school. For example, children learn about math and science through their play with blocks, rolling balls down gutters and experimenting as they pour water into a beaker until it overflows. At Bing, the play-based curriculum is full of opportunities for children to gain pre-academic skills that provide the underpinnings for kindergarten success.
 
Principal Bussman said that kindergarten is more academic than it used to be, with more focus on reading, writing and math. Yet it is important to try to cultivate children’s ability to reason and think critically, she said. She encouraged parents to read with their children daily and to discuss their favorite stories with them, as this will help them develop the language skills needed for reading. She discussed how social life is as important for a child as academic life. Ultimately, the most important thing parents can do for their child is to be present, look their child in the eye and have a conversation about the day. 
 
And don’t forget, said Bing’s associate director, Beth Wise, kindergarteners still need time to play.