Will my dd be bored in Kindy?

[minkin03]

My 5 yo dd will be starting kindy in August. Not sure if she's gifted but she's definitely bright. Her pre-k did an evaluation on her at the end of the year and she scored in the 99th percentile. They told me that she scored the highest possible on the test. I don't know what the test was though. 

Right now she's reading 2nd grade readers and doing basic math at home. I don't do any homeschooling, just on occasion she'll want to do a workbook page so I let her. The math workbooks are 1st grade or 1st - 2nd grade. She also likes writing stories.

I'm just curious as to what they will be doing in kindy. Do they do more than just learning letters, sounds, and numbers? Can I request that they give her higher level work on occasion if what they are doing isn't challenging enough for her?

[Wolfcat]

Kindergarten is not for intellectual challenges, it is for exploring, while developing the basic social skills for the rest of school. Try not to look at how much she might learn from a test standpoint. She will essentially learn how to be a student, how to learn in a learning environment.

[whatsnextmom]

It really depends on the child and the program. Lots of gifted kids actually do better in kindergarten where it's still more play-based and flexible than 1st grade where the curriculum becomes more rigid. In our area, the first month or so of kindie does offer a little "letter and number" action but it's repetition for most of the students. They start easy on purpose to build confidence and to allow kids to focus on being in a new setting with new requirements. By February, the walls were decorated with paragraphs they'd written on Lincoln (3 to 4 sentances spelled phonetically.) Most of the kids could read "something" and several were reading 1st and 2nd grade level comfortably. They were adding and subtracting small numbers. They were skip counting by 2's, 5's and 10's. They were counting into the hundreds. I know, probably still easy stuff for your DD but it's a far cry from "letter of the week."

Average age of students can make a difference. If this is a high red-shirting area, her class could be filled with 6's instead of 5's and it's not so unusual for 6's to be reading, writing, and capable in math.

Child personality can make a difference. My eldest was extremely advanced, mature and driven. She fell apart in kindergarten despite various attempts to accomodate her. She was accelerated to 1st grade after winter break. Despite his academic abilities, kindergarten was a far better fit for DS than 1st grade would have been at that particular age. He was an older 4 and he really needed 3 recesses, no desks, lots of play time mixed in with academics, lots of movement at regular intervals, ect.He needed that more than he needed academic challenge.

A little advice... go in postive but practical. Understand that it starts easy on purpose. Some will say to talk to the school first but it's the end of the year and nailing down a staff member will be tough. Besides, her levels are still within the ability of a good teacher to accomodate. Wait a full 2 weeks before saying anything but "hello" to the teacher. Then, schedule a conference to discuss any concerns you have. Don't ever say the word "bored" to any school administrator or teacher. No matter the situation, encourage your child to do her best and to bring things to her level. A child that doesn't need school to TELL her to write 3 sentances instead of 1 will fair better in the long run. Remember how much she's learned on her own at home. Reality is, she doesn't NEED kindergarten to progress. Kindergarten just needs to be enjoyable and set the stage for school being a nice place to be. Most important, anything done can be undone. If you send her and it doesn't work, well, try something else. As long as she knows you are listening to her and acting on real issues that can be identified, she will do great.

Edited by whatsnextmom - 6/21/11 at 7:54am

[ollyoxenfree]

Yes, it depends a lot on the child, the teacher and the classroom. Both my dc enjoyed kindergarten, despite the fact that they entered already knowing how to read and do math at a higher grade level. They are quite social though and liked the interaction with the other children. They had years of "school" experience at a Montessori, so they had already adjusted to classroom expectations (respect other's work, wait your turn, follow instructions, etc.). They liked exploring the non-academic opportunities in the kindergarten - art and games and outdoor play and the social aspects. Especially if your child hasn't had much classroom experience, she may find a lot to keep her occupied in kindergarten. 

If you can foster a good relationship with the kindy teachers, it will help a lot. Let them get to know your child and assess her - the 2 week period is a good idea. Usually there is a meet-the-teacher session scheduled around that time anyway. My dc's teachers recognized that my dc did not need to learn the alphabet or their numbers. Instead the teachers provided them with interesting books, fun little projects and re-directed them to other activities with a creative focus, doing artwork, building structures, etc. 

Sometimes, your child's needs won't be recognized or addressed. Some children hide their light under a bushel and the teacher won't realize how much a child knows. Some teachers are overwhelmed with students with special needs, ESL students, or they just don't give a lot of priority to academically advanced children. If your child is unhappy, it's a good idea to meet with the teacher and seek out some modifications. By then, you'll have a handle on how your child is coping in the classroom in general. 

[minkin03]

Originally Posted by whatsnextmom 

It really depends on the child and the program. Lots of gifted kids actually do better in kindergarten where it's still more play-based and flexible than 1st grade where the curriculum becomes more rigid. In our area, the first month or so of kindie does offer a little "letter and number" action but it's repetition for most of the students. They start easy on purpose to build confidence and to allow kids to focus on being in a new setting with new requirements. By February, the walls were decorated with paragraphs they'd written on Lincoln (3 to 4 sentances spelled phonetically.) Most of the kids could read "something" and several were reading 1st and 2nd grade level comfortably. They were adding and subtracting small numbers. They were skip counting by 2's, 5's and 10's. They were counting into the hundreds. I know, probably still easy stuff for your DD but it's a far cry from "letter of the week."

Average age of students can make a difference. If this is a high red-shirting area, her class could be filled with 6's instead of 5's and it's not so unusual for 6's to be reading, writing, and capable in math.

Child personality can make a difference. My eldest was extremely advanced, mature and driven. She fell apart in kindergarten despite various attempts to accomodate her. She was accelerated to 1st grade after winter break. Despite his academic abilities, kindergarten was a far better fit for DS than 1st grade would have been at that particular age. He was an older 4 and he really needed 3 recesses, no desks, lots of play time mixed in with academics, lots of movement at regular intervals, ect.He needed that more than he needed academic challenge.

A little advice... go in postive but practical. Understand that it starts easy on purpose. Some will say to talk to the school first but it's the end of the year and nailing down a staff member will be tough. Besides, her levels are still within the ability of a good teacher to accomodate. Wait a full 2 weeks before saying anything but "hello" to the teacher. Then, schedule a conference to discuss any concerns you have. Don't ever say the word "bored" to any school administrator or teacher. No matter the situation, encourage your child to do her best and to bring things to her level. A child that doesn't need school to TELL her to write 3 sentances instead of 1 will fair better in the long run. Remember how much she's learned on her own at home. Reality is, she doesn't NEED kindergarten to progress. Kindergarten just needs to be enjoyable and set the stage for school being a nice place to be. Most important, anything done can be undone. If you send her and it doesn't work, well, try something else. As long as she knows you are listening to her and acting on real issues that can be identified, she will do great.

That version of Kindy sounds reassuring. TY!

[minkin03]

Originally Posted by ollyoxenfree 

Yes, it depends a lot on the child, the teacher and the classroom. Both my dc enjoyed kindergarten, despite the fact that they entered already knowing how to read and do math at a higher grade level. They are quite social though and liked the interaction with the other children. They had years of "school" experience at a Montessori, so they had already adjusted to classroom expectations (respect other's work, wait your turn, follow instructions, etc.). They liked exploring the non-academic opportunities in the kindergarten - art and games and outdoor play and the social aspects. Especially if your child hasn't had much classroom experience, she may find a lot to keep her occupied in kindergarten. 

If you can foster a good relationship with the kindy teachers, it will help a lot. Let them get to know your child and assess her - the 2 week period is a good idea. Usually there is a meet-the-teacher session scheduled around that time anyway. My dc's teachers recognized that my dc did not need to learn the alphabet or their numbers. Instead the teachers provided them with interesting books, fun little projects and re-directed them to other activities with a creative focus, doing artwork, building structures, etc. 

Sometimes, your child's needs won't be recognized or addressed. Some children hide their light under a bushel and the teacher won't realize how much a child knows. Some teachers are overwhelmed with students with special needs, ESL students, or they just don't give a lot of priority to academically advanced children. If your child is unhappy, it's a good idea to meet with the teacher and seek out some modifications. By then, you'll have a handle on how your child is coping in the classroom in general. 

She's done 2 years of Pre-K already and her teachers say she's very mature socially (taking turns, talking vs. hitting, manners, etc...). However, I find she doesn't seem to have a lot of friends in school. It's sad to say but the times they've had special events at school and I was present I noticed she tries to talk/socialize with other kids but they sort of shun her. They don't really respond to her or interact with her. I can't even really figure out why but it breaks my heart to see. But she's an ideal student for teachers b/c she is so well-behaved and b/c of this she's not the kind of kid who will act out if bored. 

Her Kindy teachers will be coming to our house in July for a meet and greet. Do you think I should bring up what she's capable of at this point or let them figure it out for themselves as school progresses? And should I mention that b/c she's very shy/quiet that they probably wouldn't necessarily see right away what her abilities are?

[MJB]

All kids should be reading, writing, and doing some addition and subtraction by the end of K these days. My 5 yr. old just finished K. He had a great time although he started K at a 3rd grade reading level. All the kids had individualized reading homework, so he got 3rd grade readers. It really is more about social development and he never had to do basic phonics or sight words. He especially loved science and math. While he is capable in math, he hadn't encountered things like tally marks and bilateral symmetry in his preschooler's daily life. They learned a lot of songs and got to play with clay, go outside twice a day, learn to hula hoop and jump rope, etc. etc. Kindergarten is fun! It would be hard to be bored there, IMO.

[loraxc]

K was not great for DD, but not a catastrophe, either. She started the year reading on about a 3rd/4th grade level. She did have to do phonics and very basic readers, and she did do letter of the week. She eventually was given free time to read to read during some of this. There was no math differentiation and math was slow.

However, it's true that a lot of the day is spent on things other than academics, most of which DD enjoyed. She did, however, complain of boredom.

[joensally]

My observation is that the more divergent a thinker a kid is, the harder school can be for them.  If she's asking to do worksheets, that's a good sign that she may enjoy kindergarten. 

I would feel reassured if the teachers include lots of play time.

Did your older daughter go to this school?  What was kindie like when she attended?

[minkin03]

Originally Posted by joensally 

My observation is that the more divergent a thinker a kid is, the harder school can be for them.  If she's asking to do worksheets, that's a good sign that she may enjoy kindergarten. 

I would feel reassured if the teachers include lots of play time.

Did your older daughter go to this school?  What was kindie like when she attended?

My older dd went to a Montessori school for 1/2 of her kindy year and then started mid-year at a charter school. The experience was not good and imo the school is not typical and not good for comparisons. Just not a good fit for her and has done nothing but make her hate school. We've since moved to Colorado to a good school district and the girls have yet to start school. They got lucky and got into a very good magnet that has a non-traditional way of teaching (from what I've heard anyway). I'm hoping that will be good for my eldest since she's not a sit down and do worksheets kinda kid. 
 

[ollyoxenfree]

Originally Posted by minkin03 

She's done 2 years of Pre-K already and her teachers say she's very mature socially (taking turns, talking vs. hitting, manners, etc...). However, I find she doesn't seem to have a lot of friends in school. It's sad to say but the times they've had special events at school and I was present I noticed she tries to talk/socialize with other kids but they sort of shun her. They don't really respond to her or interact with her. I can't even really figure out why but it breaks my heart to see. But she's an ideal student for teachers b/c she is so well-behaved and b/c of this she's not the kind of kid who will act out if bored. 

Her Kindy teachers will be coming to our house in July for a meet and greet. Do you think I should bring up what she's capable of at this point or let them figure it out for themselves as school progresses? And should I mention that b/c she's very shy/quiet that they probably wouldn't necessarily see right away what her abilities are?

That's great that the teachers will visit her on her home turf, where she'll be a little more comfortable meeting them. It's a nice icebreaker. 

They may just ask you about her reading and math level during that first meeting. Or they may ask her what she likes to do. I recall the kindergarten teachers doing a brief assessment during their first, private meetings with dc eg. asked if they recognized numbers on a chart from 1 to 100, letters and a few cvc words (this was in the classroom, sot there were materials present). They will probably ask if you have any concerns about starting kindergarten. If she is present, I'd be careful about discussing her shyness. Children hear themselves given those labels and tend to believe it about themselves. It can undermine their confidence. In private, I think it's worth mentioning that she may be slow to warm up to other children but she loves learning and enjoys reading and math. If they don't ask, personally I would wait a little and let them get to know her and her abilities. 

I'd invite them to talk generally about their approach to teaching kindergarten. They will often reveal a lot in general conversation. For example, I'd sometimes open a conversation with a teacher with a comment like "I've noticed a wide range of abilities in children this age. Is that challenging in the classroom?" and let them respond. Some teachers start talking about accommodating students and it's easy to draw them out on how they do it. Some teachers dismiss the idea and that would put me on the alert a little. 

[loraxc]

I'd invite them to talk generally about their approach to teaching kindergarten. They will often reveal a lot in general conversation. For example, I'd sometimes open a conversation with a teacher with a comment like "I've noticed a wide range of abilities in children this age. Is that challenging in the classroom?" and let them respond. Some teachers start talking about accommodating students and it's easy to draw them out on how they do it. Some teachers dismiss the idea and that would put me on the alert a little.

I think this is a great idea. I'd be careful about leading with "My kid can..." because many teachers seem to dislike that. We have never brought it up first, but teachers have always caught on to it fast. However, DD is very extroverted and makes her abilities rather clear from the start, IYKWIM.

[whatsnextmom]

Our experience is that teachers like to "discover" kids. It gives them a little ownership of the issue no matter what the grade. They want to see it for themselves. If she is very shy and not forthcoming in her skills, you might eventually have to say something (put together a little portfolio this summer just in case... a list of books she's read, any worksheets she's done for fun on her own if she likes those things, stories written, ect.) Give it a little time... it'll not only give you higher ground at the school but the teacher will be more invested if she figures it out herself.

As to the social aspect, I do understand your frustration but honestly, school friends have never been worth the effort. Interest-based activities is where it's at for social health long-term. My kids keep a little group of "lunch friends"... kids who you can eat lunch with and who will be your partner in PE. Their close friends are all outside of school. Kindergarten is a bigger world than Pre-K and she'll have more choices for lunch friends.

Originally Posted by minkin03 

She's done 2 years of Pre-K already and her teachers say she's very mature socially (taking turns, talking vs. hitting, manners, etc...). However, I find she doesn't seem to have a lot of friends in school. It's sad to say but the times they've had special events at school and I was present I noticed she tries to talk/socialize with other kids but they sort of shun her. They don't really respond to her or interact with her. I can't even really figure out why but it breaks my heart to see. But she's an ideal student for teachers b/c she is so well-behaved and b/c of this she's not the kind of kid who will act out if bored. 

Her Kindy teachers will be coming to our house in July for a meet and greet. Do you think I should bring up what she's capable of at this point or let them figure it out for themselves as school progresses? And should I mention that b/c she's very shy/quiet that they probably wouldn't necessarily see right away what her abilities are?

[minkin03]

Originally Posted by loraxc 

I'd invite them to talk generally about their approach to teaching kindergarten. They will often reveal a lot in general conversation. For example, I'd sometimes open a conversation with a teacher with a comment like "I've noticed a wide range of abilities in children this age. Is that challenging in the classroom?" and let them respond. Some teachers start talking about accommodating students and it's easy to draw them out on how they do it. Some teachers dismiss the idea and that would put me on the alert a little.

I think this is a great idea. I'd be careful about leading with "My kid can..." because many teachers seem to dislike that. We have never brought it up first, but teachers have always caught on to it fast. However, DD is very extroverted and makes her abilities rather clear from the start, IYKWIM.

Originally Posted by ollyoxenfree 

That's great that the teachers will visit her on her home turf, where she'll be a little more comfortable meeting them. It's a nice icebreaker. 

They may just ask you about her reading and math level during that first meeting. Or they may ask her what she likes to do. I recall the kindergarten teachers doing a brief assessment during their first, private meetings with dc eg. asked if they recognized numbers on a chart from 1 to 100, letters and a few cvc words (this was in the classroom, sot there were materials present). They will probably ask if you have any concerns about starting kindergarten. If she is present, I'd be careful about discussing her shyness. Children hear themselves given those labels and tend to believe it about themselves. It can undermine their confidence. In private, I think it's worth mentioning that she may be slow to warm up to other children but she loves learning and enjoys reading and math. If they don't ask, personally I would wait a little and let them get to know her and her abilities. 

I'd invite them to talk generally about their approach to teaching kindergarten. They will often reveal a lot in general conversation. For example, I'd sometimes open a conversation with a teacher with a comment like "I've noticed a wide range of abilities in children this age. Is that challenging in the classroom?" and let them respond. Some teachers start talking about accommodating students and it's easy to draw them out on how they do it. Some teachers dismiss the idea and that would put me on the alert a little. 

Wonderful advice! I'm definitely guilty of telling people she's shy in her presence and I must stop that. It's just hard b/c she's so shy she will look away and pretty much ignore who ever is talking to her. Even her swim coach who she sees 3-4 times a week. She just looks away and pretends they're not there. So I will often pipe up and say she's shy b/c I don't want them to think she's being rude. 

[pigpokey]

Originally Posted by minkin03 

Wonderful advice! I'm definitely guilty of telling people she's shy in her presence and I must stop that. It's just hard b/c she's so shy she will look away and pretty much ignore who ever is talking to her. Even her swim coach who she sees 3-4 times a week. She just looks away and pretends they're not there. So I will often pipe up and say she's shy b/c I don't want them to think she's being rude. 

I think eye contact is a good skill to work on for most kids.  I don't konw her particular situation so I don't know if that would be too much for her.