Category: Kindergarten

Executive Summary

The paper provides a proposal written by an event management company to a school to offer services for conducting an outing to a holiday resort. The outing is for kindergarten children and some teachers from the school. The proposal gives details of why the project is required, the approach used, benefits, an implementation plan with methodology, schedule and resources that would be required. Also given in the proposal are details of the risks foreseen and a cost breaks up.

Current Situation

Education, teaching, learning and has to be mixed along with entertainment, to remove the stress of regular class routine. With hectic school sessions, running through the week, both teachers and children are under constant stress. The current location in which the children study is very congested and crowded and the number of swings, slides and other items is very few. Any playtime activities for the children are restricted to the class only and teachers have to make do with the small classroom.

Clients Requirement

The client, who is a school, wants the kindergarten children and their children to have a days picnic and outing. The event would help to break the tediousness of regular schoolwork and provide some entertainment for the children. The requirement is affordable entertainment through a picnic to a nearby location that is safe.

Brief Summary

The proposal is for a day outing at a nearby holiday resort for about 80 kindergarten children. Children and their teachers would be picked up from the school in two buses and taken to the resort where they would be given breakfast and lunch. The resort has a play park for the children and some other entertainment also. A magician and a joker would be hired to entertain the children and the total cost would be 75 USD per child. The event would meet the main goals of entertainment at an affordable cost and with high safety.

Solution

The section provides details of the proposal that would form a part of the solution. A break from the regular school schedule is always welcome, provided it is safe, not very expensive and in line with the school’s objectives. To provide a break from the monotony of the classes, it is proposed that a half-day outing for kindergarten children will be conducted at a nearby holiday resort. The break will be welcomed both by the teachers and the students, who would be able to relax and mix in a more informal manner, providing a much-needed respite from the daily school routine. Please refer to Appendix ‘A1. Pictures from Resort’ to see sample pictures of the resort.

Objectives

The purpose of this document is to frame a proposal for a day outing for preschool children of ABC School to a neighbourhood holiday.

• The objective is to take the children out to a holiday resort at 8 am and engage in play activities until 12 am.
• The identified resort is about 15 kilometres from the school. By taking the children for an outing, it will provide them with a break from the classes and it is expected that both children and teachers will enjoy the outing.

Approach

• Children will come to the school at the usual time of 7.30 am in their school uniform and be taken to the resort by special coaches and buses. It is expected that the outing will last till 1 pm and the children will be dropped back to school by 1.30 pm.
• The total strength of the classes is 50 children and all arrangements for travel, food, doctors, security and nannies will be taken care of by XYZ Ltd.
• Resources required would include 2 buses or coaches to transport the children and the class teachers who will be accompanying the children.
• In addition, a doctor and nurse with their medical equipment and two nannies will also be required.
• Arrangements for the food menu and security will be provided by us through a catering service, attached to the resort.
• In addition, it is proposed that a magician and a joker will be hired to provide entertainment.
• The resort has experience in conducting such events and has a playground with slides, a small baby swimming pool with attendants, a game arcade and other items of interest to small children.

Benefits

Much of the benefits will come in the way of quality time, entertainment and a break from the regular school work. The resort is ready to offer a sizeable discount for use of the premises. Catering services, entertainers, and transport costs will also be reduced. It is estimated that the cost will come to about 75 USD per child. Three teachers, children caretakers from the school and nannies will not have to pay any fees. For such a small amount, the children would be able to have a very nice time in this beautiful resort. The resort normally charges 50 USD per head and this does not include transportation, food and other items, which have to be borne by the visitors. The package deal would be very economical and also provide entertainment for the children and teachers, something that they can relish and remember for a long time.

XYZ Ltd. has ten years of experience in different event management activities. We have conducted similar outings for a number of schools and references can be provided. We also provide event management for art exhibitions, conferences; music shows and has many satisfied clients.

Audience

This report is to be perused by the school principal, which would have a clear understanding of the proposal and what all factors are covered and provided by XYZ Ltd. The report is also meant to be used as a reference by XYZ Ltd. so that they have a clear understanding of what has been proposed and promised, what all activities are expected from them and what activities do they not cover.

Implementation Plan

The implementation plan would specify the manner in which the project would be carried out. Where possible specifics have been provided.

Methodology

The methodology will outline the approach used by XYZ Ltd., to carry out the event. Details of the schedule with a work breakdown system giving the schedule, the resources required and how XYZ Ltd. is qualified to carry out the activities are given in this section.

Schedule

After the proposal meets the approval of the school principal and the management board of the school, the following steps will be considered. XYZ Ltd. already has rough estimates of the costs of the resorts for half a day booking and it is only after receiving confirmation about the number of children who are willing to come, can the final figures be estimated. It must be noted that the costs per head are based on the figure of 80 children agreeing to come and giving advance payment. If the number of children willing to attend the event reduces, then the costs will also increase.

• PTA Meeting 1: It is proposed that the first parent-teachers meeting will be conducted 20 days before the final date of the event. XYZ Ltd. representative and teachers of the school will address the parents and explain the details of the proposal. A presentation would be given that would show pictures and movie clips of the resort and its facilities. Details such as the safety record of the resort, the doctors on standby, arrangement of nannies, food and catering along with a list of the suggested menu will be given. An estimate of the expenses will also be given. The amount proposed is 75 USD per child. However, this amount will be stated only after receiving confirmation from the principal and certain preliminary studies. The rest of the activities given below will be performed after receiving written confirmation from the principal for the event. The principal can propose any date for the event but this date has to be confirmed, as it would not be possible to postpone the date once the events are finalised.
• Busses: XYZ Ltd. has developed contacts with local bus operators and two buses will be hired. The buses will be hired and will pick up the children from the school premises, take them to the resort, wait till the event is over and then drop the children back at the school. No other pick up and drop points will be allowed. Once the students sit on the bus, they will not be allowed to get down anywhere on the route. Given the standard traffic conditions, it will take about 45 minutes to reach the resort.
• Menu: Children are expected to have a light breakfast before coming to the school. Once they reach the resort, a good breakfast will be provided. Lunch will also be provided by XYZ Ltd. Approval of the menu items will be taken by the school principal.
• Resort Activities: After breakfast, children will be allowed to play in the park and in the ‘Spray Park’ that is adjacent to the playpen. Children will not be allowed to enter the swimming pool. Children should come with bathing trunks and a small towel and this will have to be provided by the parents. After playing for 2 hours, children will be asked to assemble in the lawns, where a magician and a Joker/ Juggler will entertain them. This program is expected to last for about 30 minutes. After the program is over, a good lunch will be given on the lawns for the children and teachers. After lunch, the children will be taken around to the different theme parks where they would be allowed to ride on toy trains and small roller coasters. The resort has a good fair with games such as throw ball, throw rings and children can form small groups and play. There is also a small movie theatre and cartoon films can be shown if the principal agrees. The children will be collected and brought to the waiting buses. After making sure that all children have got in, the busses will depart back for the school and dropped in the school premises.

The following chart gives details of the activities planned.

The above figure gives details of the activities that would be planned for conducting the event. The timeline for each event is also given and it is estimated that about 21 days would be required from the start of the activity till the last stage of paying a deposit. The critical path will be obtaining approval from the Principal and collecting fees and about 13 days are given for these critical activities.

A list of the activities that would be conducted in the resort is given below.

Table 1. List of proposed Activities and departure schedule

Resources

The following resources would be required for the project completion.

Buses = 2 nos with drivers and attendants

Entertainers = 2 nos

Nannies = 2 nos

Catering = provided by resort

Other arrangements of looking after the children at the resort, keeping an eye on them and other such tasks will be done by the resort employees. The resort has a number of women staff and male staff who can take care of the children and keep a watch over them.

Qualifications

XYZ Ltd. has sufficient expertise of more than 10 years in event management activities. We have managed over 30 school outings, picnics, and residential camps for young children and teens in various cities of the state. We have a long list of satisfied customers that include principals and teachers from various schools and can provide the required references. Our customers, both children and teachers have very nice things to say about the services we provide. We guarantee that the children will have a very pleasant time and above all, we ensure a very high level of safety. When the children are in our care, they become our full responsibility.

Risks and Risk Mitigation

The project has some risks that are not covered by the proposal. The risks are:

• Costs: The cost estimation is based on the participation of 80 children. If the number of children who agree to come is reduced, then the extra cost will have to be borne by the school. Fees once paid will not be refunded or transferred to another child.
• Journey Problems: The bus drivers and bus condition are verified for safety and performance. However, there is a possibility of a bus breakdown or some mishap during the journey. In case of a bus breakdown, we will arrange alternate transport for the to and fro journey. In case of any mishap during the journey or in the resort, the liability will be decided as per the judicial system.
• Health Of Children: It is expected that children who have contracted some infectious diseases should not be sent. We will provide a doctor and nurse, but we cannot be held responsible in case of some illness outbreak or some accident and injury in the resort or during the journey.
• Attendance: We request the school authorities to maintain a list of children who appear and give us a copy of the same. The list will be verified by taking a roll during the bus departure, on arrival at the resort, during lunch, before departure and after reaching back the school.

Costs

We have been offered a package deal by the resort and the per-child comes to about 75 USD. The rough break up of the costs are:

• Resort Charges (includes food and staff charges): 3500 USD
• Charges for Entertainers: 300 USD
• Charges for doctors/ nurse: 500 USD
• Bus Charges: 1000 USD
• Incidental expenses: 500 USD
• Total = 6000
• Cost per child = 75 USD

The above costs are considered for 80 children. If there is a reduction in the number of children attending the event, then the cost will have to be borne by the school

Conclusion and Recommendations

The proposal has outlined the method and other details for the event. As can be seen, the event would be enjoyed by the children and the teachers alike. Since the activities are would take some amount of planning, we request the school principal to approve the project at the earliest and pay us the total amount of 6000 USD. We guarantee that the children would have a very enjoyable time

Appendix

A1. Pictures from Resort

References

Hartley, S 2008, Project Management: Principles & Strategy; a competency-based approach, Pearson, Prentice Hall, Sydney.

Quantum PM 2007, Microsoft Office Project 2007, Special Edition, Pearson.

Introduction and Central Focus

Every day children experience climatic changes through the variety of interactive activities outdoors. In this sequence of lessons, children will analyze the crucial role of various weather conditions and examine the reasons they change annually. The central focus of this particular lesson implies the significance of weather in human lives on Earth, as well as applying basic skills and knowledge to observe and understand climate variability.

Define Learners

This lesson sequence is designed for the kindergarten children of the K-2 grade level. At this stage in life, children have a poor understanding of such phenomenal global concepts and, therefore, require a simple and concise teaching approach and topic explanation. Children will be exposed to the set of qualitative observations, including basic weather descriptions, and engaged in the quantitative observations by counting sunny, windy, and rainy days within a set period. The climatic patterns will be taught by connecting the color vision and the temperature associations.

Content Standards

ESS2.D: Weather and Climate

Weather is the combination of sunlight, wind, snow or rain, and temperature in a particular region at a particular time. People measure these conditions to describe and record the weather and to notice patterns over time. (K-ESS2-1)

Curricular Fit

This lesson sequence is the introductory step towards learning the basic concept of weather and climatic changes in the Earth Science curriculum. Children are required to attain ELA and literacy skills by participating in shared research, writing projects, and asking and answering questions. They also need to implement the mathematics skills through the process of counting and cardinality, knowing number names and the count sequence, describing measurable attributes of objects, comparing objects, and classifying them into categories.

Learning Objectives

As a result of this instruction, students will be able to:

• Observe weather and define the basics of climate
• Identify different weather features and changes in weather
• Use tools to observe the weather
• Collect and organize data
• Use and share observations of local weather conditions
• Describe patterns over time

Materials and Resources Needed

• Standard weather measurement tools
• Real pictures of weather/Drawings of weather
• Raincoat, boots, rain gauge, umbrella, thermometer, winter and summer clothes, sunglasses, and other items used at different times of year
• A box or plastic container
• Colorful paper and art supplies
• Rubric for evaluating student assignments

Scope and Sequence

Differentiation

This introductory lesson teaches children basic theoretical knowledge and critical practical skills to learn about weather changes and outcomes. The small group of children is exposed to outdoor interactive activities, creative assignments, and open group discussions.

Final Assessment

The final assessment project implies discussing the weather charts that children made throughout the lesson and transfer the results to the whole class weather calendar.

Conclusion

Every day children can observe and wonder about the climatic changes as they have limited knowledge about weather and the ways it constantly changes. More specifically, they experience weather by playing outside in the snow during cold winter holidays or in the sand during the hot summer days. Children might chase leaves in the wind, jump in the rain puddles, or bundle up against the cold. By integrating such simple interactive activities, a child explores the weather and its impact on the natural environment. Therefore, children’s prior experience helps them better comprehend different types of weather phenomena to which they are exposed on a daily basis.

References

Gallery of Weather and Climate, NASA Kids. Web.

K.Weather and Climate (n. d.) Next Generation Science Standards. Web.

NASA Climate Kids (Interactive Platform). Web.

Introduction: Transitioning into Kindergarten

• Transferring children to kindergarten: multiple challenges;
• Necessity to adjust to new environment;
• Possible communication issues;
• Need to accept new roles and responsibilities;
• Necessity to use counseling services;
• Transfer program as a solution.

Although the importance of transitioning into a kindergarten is often overlooked by parents and educators, it, in fact, incorporates a range of challenges for students (Selmi, ‎Gallagher, ‎& Mora-Flores, 2014). The necessity to transfer to a new mode of communicating with peers and performing tasks can be viewed as one of the primary difficulties for learners to handle. Therefore, it is essential to make the process of introducing students to a new academic setting as smooth as possible. With a coherent Transfer Program, an Elementary School Counselor is one of the key people that can assist kindergarten learners in their process of accepting new academic challenges and adapting to a new environment.

Rationale: Difficulties Faced by Learners

• Problems adapting to a new setting;
• Troubles communicating their needs and ideas;
• Inability to accept new responsibilities;
• Fear of failing to meet set standards.

The importance of a transfer program aimed at reducing students’ exposure to challenges associated with communication and learning. While the significance of the program is often debated, there are impressive pieces of evidence pointing to the necessity to adopt the identified framework for helping students adjust to a new setting (Selmi et al., 2014). The importance of the Transitional Program for kindergarten students is crucial since a range of learners start attending it at a very young age, when they lack social skills (Dunn, 2014). As a result, developing crucial communication skills and the ability to socialize often becomes increasingly hard for learners (Selmi et al., 2014). Herein the significance of the Transitional Program lies. It allows students to develop the ability to communicate their ideas.

Role as a School Counselor in Transition Program Making

• Mediating the conversation between a student and a teacher;
• Mediating the communication between a teacher and the student’s parents;
• Assisting a student in building a dialogue with peers;
• Shaping the curriculum to relieve the transferring student of the pressure.

As a School Counselor (SC), one should consider assisting transitional students to feel more comfortable in a new environment. For this purpose, an SC must serve as the mediator between a child and a teacher, as well as a child and their peers. Thus, a coherent framework for introducing students to a new environment will be built. Communication with parents should also be deemed as one of the key functions of a SC. Particularly, an SC must outline key curricular options to parents so that they choose an appropriate one for their child. In addition, it is the responsibility of an SC to ensure that the curriculum is shaped to meet the needs of transitioning students. The specified issue is especially important for an SC coordinating the transfer of a learner from the kindergarten to the first grade since the foundation for further learning is built in the process.

Reason for Designing the Program: Helping Children Gain Experience

• Transferring students to a new environment;
• Students possibly facing alienation;
• Troubles communicating with teachers and peers;
• Need to receive support and assistance;
• Focus on family involvement: instructing parents.

Since essential social and academic skills are developed in children at the specified age, it is imperative to ensure that students are provided with the environment that is most favorable for acquiring crucial knowledge and skills. Consequently, there is a need to design the program that will help reach out to vulnerable learners who need support in being integrated into a new academic environment.

Direct Services: Assistance to Be Offered

• Exploring the learner’s background;
• Establishing contact with the student and their parents;
• Assessing the student’s academic skills;
• Evaluating the learner’s communication skills;
• Introducing cognitive behavioral interventions;
• Providing support and scaffolding the student;
• Re-evaluating the student’s progress.

An SC will need to offer counseling services to both students that transfer from the kindergarten to the first grade and their parents. The latter need extensive instructions concerning the ways in which the process of adjusting to the new academic setting can be turned significantly less difficult for a learner. For instance, an SC will have to include direct services such as the assessment of a student’s academic skills and determining their needs. Extensive counseling services should also be regarded as essential elements of the process of assisting students undergoing transfer from kindergarten to the first grade. The use of direct interventions should also be regarded as a necessity. Finally, re-evaluation will have to be carried out to determine the success of the transfer.

General Group of Students: Description and Interventions

• General type: emotional support (family, peers, teachers);
• Communication skills: focus on becoming social;
• New roles and responsibilities: managing challenges;
• Possible solution: peer-assessment as a teaching tool.

When considering a general type of learners, one must keep in mind that they require mostly emotional support from teachers and parents. In addition, target learners need to develop communication skills efficiently. Thus, they will be able to acquire the communication skills needed for developing the ability to socialize successfully. Furthermore, the target demographic will require help in managing new tasks and responsibilities, including academic ones. Peer assessment can be viewed as one of the solutions allowing them to obtain the necessary social and academic skills.

Students Needing Additional Support: Defining Special Needs

• Assessment of the learner’s characteristics;
• Individualized learning plan;
• Indicators: developmental issues;
• Indicators: psychological concerns;
• Indicators: physiological deficiencies;
• Indicators: problems communicating with peers and adults;
• Indicators: lack of understanding of school rules and standards;
• Indicators: absence or underdevelopment of essential academic/social skills;
• Indicators: cultural/ethnic background different from the rest of the community.

Students requiring special assistance, however, will demand greater attention from teachers and parents. Learners with psychological or physical deficiencies, including developmental issues, as well as learners from a different cultural or ethnic background than the rest of the community, can be viewed as the target demographic. The identified type of learners will require an elaborate scaffolding program and extensive counseling services to prevent the instances of conflicts, delays in the learners’ development, etc. (Dunn, 2014).Therefore, an individualized transition plan based on the learner’s assessment is due. The support of the community is not to be underrated; particularly, the use of community resource mapping must be deemed essential.

Indirect Services: Other Stakeholders

• Focus on encouraging parents to participate and support their children (PTAs and other similar organizations);
• Placing emphasis on cooperation between schools and school boards (school boards and school districts);
• Provision of opportunities for professional development of SCs (state competency programs).

Apart from providing direct services, an SC may also offer indirect ones by referring students and their parents to other agencies. For instance, it will be crucial to cooperate with the school board to design the program that will provide a uniform approach toward meeting the needs of vulnerable students. In addition, it is necessary to ensure that opportunities for professional development are provided to SCs. Thus, transferring students will be able to receive the assistance that they need in order to be integrated successfully into the target academic environment.

Parents: Developing a Connection and Providing Instructions

• Offering SCs extensive information about learners and their needs;
• Receiving instructions about the application of strategies for supporting learners;
• Encouraging students to develop and use appropriate social skills;
• Offering feedback to teachers for the further design of improved interventions;
• Creating the environment for students’ personal and academic growth;
• Providing students with extensive emotional support.

The role of parents in enhancing the process of transitioning from a kindergarten to the first grade is not to be underestimated, either. Teachers must build a dialogue with parents to provide them with detailed information about meeting their children’s academic needs and encouraging them to excel in learning. Efficient communication tools, including social networks, must be utilized for this purpose. Furthermore, parents will assist SCs in building a dialogue with specified students. As a result of the interventions customized to address specific issues faced by students, the latter will be capable of developing an emotional and social connection with their new environment. Consequently, the foundation for their further successful integration into the school community will be possible. In addition, parents will receive instructions from SCs concerning the strategies that can be used in the home setting to ensure target students’ progress.

Staff: Educating Teachers about Students’ Needs

• Creating a coherent program for building awareness among teachers;
• Prompting a multicultural approach toward meeting learners’ needs;
• Promoting the concept of continuous professional development;
• Placing emphasis on the possibility of cross-cultural conflicts.

Apart from giving parents an opportunity to learn about supporting their children (transferring students), an SC will also have to consider instructing teachers so that they could offer students the best possible services. Particularly, it will be necessary to ensure the provision of lectures and education materials that will help teachers develop a cohesive and unique approach to meeting the needs of any student within the context of the transfer program. The course will have to embrace a vast range of issues from creating the environment in which students from different cultural backgrounds feel comfortable to ensuring the safety of students with special needs when integrating them into the environment of a new classroom. Therefore, it will be crucial to focus on not only health-related aspects of the issue but also on possible multicultural issues faced by teachers and learners.

Referrals to Other Providers at School: Additional Help

The use of a referral should be considered crucial in case learners need the support of other experts (e.g., a school psychologist).

Students may also need the assistance of other experts at school. Therefore, in case the intervention does not work, referrals to the school psychologist will be required.

Evaluation: Determining the Efficacy of the Transition Program

• Assessment of students’ progress is essential;
• Academic progress must be evaluated;
• Emotional development will need to be assessed;
• Social and Emotional Learning (SEL) test will have to be used.

To ensure that the transition program works efficiently, one will have to provide an adequate assessment of the progress made by learners. For this reason, the tools for evaluating learners’ progress will have to be provided. The use of an assessment that helps determine the presence of basic literacy skills in elementary school learners will have to be used (Sadeghi, 2014). Furthermore, one will have to adopt the framework for assessing the emotional state of students (e.g., the SEL test (“Social and Emotional Learning (SEL) and Student Benefits,” n.d.)).

References

Dunn, O. (2014). Collins introducing English to young children: Reading and writing (Collins teaching essentials). London, UK: Harper-Collins.

Sadeghi, S. (2014). The role of corrective feedback in writing improvement. A case of Iranian EFL learners. New York, NY: GRIN Verlag.

Selmi, A. M., ‎Gallagher, R. J., & ‎Mora-Flores, E. R. (2014). Early childhood curriculum for all learners: Integrating play and literacy activities. Thousand Oaks, CA: SAGE Publications.

Social and Emotional Learning (SEL) and Student Benefits. (n.d.). Web.

Introduction

Kindergartens are very important in the education system of different countries. In most countries it is compulsory while in some it is optional. Kindergartens are the foundational classes for education. The kindergarten helps shape the child’s attitudes towards education. They are also believed to have an impact on the child’s performance in their future.

Kindergarten refers to the beginning of primary school education and is sometimes compulsory. Children who attend kindergarten are between 4-5 years and sometimes 6 years. Kindergartens are experience based training for children so that they learn how to read, write and interact with others in a group.

Graham (2009, p. 1) points out that in the United Kingdom (UK), the word ‘year’ is equivalent to grade in the US. Another terminology for clarification is ‘public school’. In UK public school is an institution that privately owned while in the United States (US) it is an institution funded by the government. An equivalent name for kindergarten in UK is preschool.

Sometimes nursery may be used. All these names refer to the education that is given to schools or students who are about to join the first grade or the first year of school. This essay will compare and contrast the kindergarten programs in US and in UK.

Comparing Kindergarten programs in the US to the UK

Curriculum

Curriculum is the organized activities that are relevant to a specific time of learning. The curriculum enables students to learn and understand. It also makes note of the differences in abilities and is designed to be applicable to diverse students.

Another aspect of kindergarten curriculum that is identical in the US and in the UK is the fact that it encompasses a lot of play and experienced learning. The curriculum makes the child not to experience any form of failure in their experience based play. Furthermore, the curriculum motivates children to learn.

Another similarity between US and UK kindergartens is that the curriculum pays attention to the needs of the children. The programs encourage the students to interact with their environment.

They explore the environment by encouraging creativity and explorative activities that are exiting. Although the child at times may wish to play individually, group activities are encouraged as they learn to interact with their age group and their parents.

The curriculum develops the personality of the student. In both US and UK, activities that foster self esteem and self-discipline are incorporated. Some students who demonstrate leadership abilities are also nurtured. Decision making through informal play is encouraged so that they learn how to make choices for themselves.

The curriculums also have a range of skill based training that teach the student concentration capability. They also learn to be independent and to express themselves. The curriculum in both US and UK incorporates a lot of storytelling and music in the curriculum. Therefore, there is a variety in the curriculum that permits children to learn.

There are other programs that are incorporated in the school curriculum both US and UK. The kindergarten is taught to write their name, their home address, a mobile number telephone number that belong to the parent and their birth day. These programs are personalized according to individual needs. Progress reports are given to the parents or guardians of the children at least once a year.

Some institutions also offer three times a year. There are parent’s day meetings that are held twice or thrice per year and the parents are encouraged to attend all. Feeding the children is an important part of development and kindergartens ensure that children carry snacks for their break.

Parents are given an option whether to feed their children in schools lunch program or to sent their children to school with lunch. Birthdays can also be celebrated in the kindergarten if the parent sent some goodies to be shared in the class.

According to Waldfogel (2007, p. 126) absenteeism is discouraged in both UK and US. Parents and guardians are required to call and notify the teacher that the child will be absent whatever the reason. Failure to call the kindergartens calls to find out what is the cause.

Absenteeism is discouraged and so is lateness when reporting to the school. Kindergartens are very strict in getting the contacts of the parent. The address or telephone number given. It must be correct and available so that incase of sickness the parent is notified.

In accordance with Northern Ireland Council for the Curriculum, Examinations and Assessment (2007, p. 7) the UK curriculum identifies development and experience based learning as key components of their curriculum.

Development as a component covers the physical development, emotional development, social development, personality development, language development and innovative development. Experience as a component includes experience with the environment, basic mathematical experiences and scientific experiences as well as technology experiences.

On the other hand, US students of kindergarten are given a curriculum that is enabling as pointed out by Roosevelt (2007, p. 1). Depending on the development of the student the child is guided according to their ability to write, read, listen, recognize and emulate.

The child is introduced to phonics where they learn about words and letters and their relationship. Besides writing, they are also taught mathematics, science, social study, physical education and musical art and individual skills.

The UK curriculum introduces the experimental activities far much earlier before the child has mastered the art of language.

Children need to learn oral language simultaneously with play so that they can learn how to present themselves in speech. In the US, the curriculum introduces the language skills in both writing and speech and mandatory before joining the first grade. Thus student achieve competence in experimental activities and in spoken language.

In both UK and US, the curriculum is monitored by the government so that it adopts certain standards that are required by the government. In most cases the government based curriculum is adopted by the kindergarten s that are fully or partially funded by the government, preschools that are funded by the students can adopt other curriculum including the international curriculum.

Another contrast between US and UK is that the UK sometimes includes religious education in their subjects. The US institution should not offer religious education to students unless it is in a home school system.

Learning in the US is interactive when compared with the UK. Students in the US kindergarten programs have a variety of subjects that entail playing and experimenting and group work. On the other hand UK has programs that participate in interactive activities but are not as extensive as those found in the US.

Consequently, some US institutions have adopted the group test which is used as an examination before joining the first grade.

In both countries, the children are taught to be independent and to perform some basic tasks for themselves. Apart from knowing their names they are taught to make choices for themselves and to socialize in groups. Among the subjects taught include use of technology. They are taught how to operate a phone.

Teaching aids are very common in the privately owned kindergartens. The children are taught with television programs and even computer games that enable them learn and develop. Slow learners are given programs that will enable them catch up with the rest of the group.

Health

The US curriculum pays attention to physical exercises. This is because obesity among children in the US has been found to be more prevalent. The physical activities help the children remain physically fit and reduce their body weight. There are teachers with special training on physical exercises.

These activities are very helpful because they are not available at home. Teachers encourage parents to send their children to school with snack with low fat. Kindergartens also ensure that the children’s play ground is safe. Without limits children will enjoy playing. It has been noted that at the kindergarten level children tend to play a lot and reduce their playful activities as they grow up.

Teachers therefore encourage play and introduce physical education. Some teachers discourage television and computer games because they perceive them as learning methodologies that does not involve physical exercise. This is so even in the UK where teachers prefer learning activities that are experimental and involve play.

In both UK and USA teachers are trained to be sensitive to the health needs of the kindergarten. In the UK it is mandatory that teacher have first aid training and psychology. This enables them deal with individual needs of the children. Similarly, US teacher of Kindergarten are required to train in psychology as part of their bachelors degree course.

During admission, the child will disclose if they have any health problems in their file. The contact of the guardians is also given and the preferred way of handling the matter in case there is an emergency. Most schools may have a school clinic or a school nurse who is always present to provide health care. Nurses give first aid like dressing wounds, attending broken ankles among other things.

Teacher qualification

Kindergarten teacher shape the child’s attitude towards education because they interact with the children at their early stages of learning in life. In the US kindergarten teachers have a bachelor’s degree. Those who want to teach in state funded schools must have a license to practice. Various states have differences in their approach towards licensure.

Some have attractive offers that encourage people to join the kindergarten profession. This is so especially in vacancies that are hard to fill. Mathematics, and science teachers are rare to get and they are given good packages so that they may stay in the job. Bilingual teachers are also on demand. Sometimes teachers shun away from unfavorable districts and prefer others in the prime areas.

The teacher must have the ability to communicate. Communication involves giving instructions to students and listening to them. Their approach should stimulate self confidence of the child and foster trust. What is more is that they inspire and motivate the students to learn. Competent teachers know the individual needs of each child in their class.

In their training teachers are primarily taught the basic subjects required by the kindergarten students. Additionally they are educated on professional subjects such as teaching methods, psychology and philosophy. Before completion of their studies they are required to enroll for educational programs.

All teachers are taught to incorporate computers in their teaching. Qualified teachers must be accredited by “National Council for Accreditation of Teacher Education” or “the Teacher Education Accreditation Council” (Occupational outlook Handbook, 2011, p. 1).

Accreditation does not guarantee that one is qualified to be a teacher; it makes licensure easier. There are professional institutions that make it possible for students to have a one year experience following their bachelor’s degree completion. The experience is attained with the supervision of a qualified professional kindergarten teacher.

The license is obtained from the “State Board of Education” (Occupational outlook Handbook, 2011, p. 1). The criterions for licensure depend on the states. It is clear that apart from a bachelor’s degree, every state requires the teacher to have a defined area of work they are capable of. It may be a range of subjects or a specialty in music and art among others.

Their internship must be supervised by a professional licensed teacher and a list of and their credits. Some states expect the teacher to upgrade their education with a master’s degree after a period of time. Also before the license is given, a professional exam that tests the performance of the teacher is undertaken.

States have also implemented the minimum time that a licensed teacher should spend with the student. Failure to which will result to non renewal of their license. Being knowledgeable in the subject taught cannot be compromised and thus training for those who are not competent is available. After successful training one can apply for a license.

Besides academic qualification, the personality of the teacher is also significant. They are required to model the kindergartens. It is important the teacher shows neutrality in religious views and understand the cultural background of the different kindergartens. The teacher may have to use different teaching methodologies for instance to address different needs of the kindergartens in the same class.

Innovativeness, patience and organizational skills are also considered as part of the requirements. Teachers can acquire national certificates. The benefits of the certificate include that of mobility to other states. Teaching is progressive and teachers can become librarians or administrators after they have gained experience.

Organizational skill is emphasized in both UK and US. The teacher must ensure that the students are safe and that the environment is conducive for them. Moreover, they must generate, file and keep the records of the class in such a manner that they can be retrieved easily whenever needed. They must also update them frequently.

A diploma is usually adequate to qualify a teacher in the kindergarten or childcare that is owned by the government. Those who want to teach in schools funded by the student’s tuition then they are required to have a bachelor’s degree and to have a license.

Training is not being compulsory in some states. Teachers’ training is important and some take the initiative of participating in development sessions that foster professionalism. Similarly to the US, the UK teachers are trained in specialized subject depending on their abilities.

Teachers in a kindergarten or in a preschool setting are also trained to deal with special children. In the UK, it is compulsory for every teacher in the preschool to have training on children with disability and children who need special care. This is because they are likely to encounter such children and will be informed to offer the best training depending on the needs of the child.

The US does not make it compulsory although having such knowledge will place a candidate as a competent employee. The US has a program for children who are disabled and with special needs. The program enables such children to access education without meeting any cost for their tuition; thus it is free education for them.

In US children with disabilities must attend government sponsored institutions to access the free education. This is applicable to children irrespective of their race. These children with special needs are given a test that will reveal their actual needs so that they are given personalized attention by the teacher.

This is done with the consent of the parent or the guardian. The kindergartens ensure that the environment for such children is guarded and restriction may be necessary.

Prior to being granted a teaching post a preschool teacher must have completed and passed the first aid test. This skills enable the teacher be well equipped to deal with emergencies. This is applicable in both US and UK.

Admission

In both UK and US, there are preschools that are preferred over others because they offer good services. Guardians apply to the schools directly. If the admissions are oversubscribed, the schools may rank the children or conduct some interviews that will enable them select the children for admission.

Children in UK are admitted to preschool after their third birthday. In the US children are first admitted in preschool as early as 18 months. They enroll in preschool before kindergartens. Parents choose when to take their children to school and have the sole responsibility of ensuring they begin their education. Factors that are considered when admitting the children include proximity and their needs.

Kindergarten admissions in the UK can be very competitive as revealed by the Newcastle City Council (2011). Application can be obtained from the institution or online from the internet.

When the applications are oversubscribed, some institutions give priority to children with special needs and those from public care. Others who are give priority are those with siblings enrolled in the same institutions or another institute that is associated with the preschool.

The proximity of the school is also considered. There are other social related problems that may be considered. They include: separation of the family, if the child comes from a family that exceeds three children who are below five years of age and the home environment is not conducive for the growth of the child.

Another reason for giving priority in the admission is the children with language difficulties because it is a foreign language, those with medical or psychological needs and those who are slow learners. Guardians or parent cannot appeal so that their child is offered an opportunity to study in a competitive kindergarten (Newcastle City Council, 2011, p. 1).

In the US competitive kindergartens are a major challenge for those who need to get their children admitted. There are different types of test: some test by telling the child to recite the alphabet from the last letter. In the past some have asked the candidate to stand on one foot and which has been criticized. For the competent schools, the tests that are given are sometimes very challenging and may require preparation.

The parents already know the test and teach their children what to do to secure a place. They teach them the group tests which reveal their ability to adapt in a different situation, confidence, and leadership skills. They also test for skills in writing, listening and reading (Banjo, 2010, p.1).

In UK, the children are required to attend four or five terms of preschool education before joining the mandatory education. The parent chooses when to take the child to preschool. Children who join school at a tender age may belong to working mothers. They begin with programs that encourage creativity and play. They also begin to familiarize with the curriculum early hence they are in better position to perform well.

The number of students in a class differs. In UK classes are relatively larger than in the US. Kindergartens in the UK admit a larger number of students in class and also have big study groups for the children. Contrary, the US has a small number of students in kindergarten classes with smaller groups. Consequently, students in US have a one on one contact with the teacher for an extended time than in the UK.

Both UK and USA kindergartens have foreign students. The US is strict on the registration of the child and the parent or guardian. Usually the state takes hold of the license or the driving license of the parent. In the UK registration is not compulsory.

In both UK and US competitive kindergartens are very costly. Some kindergartens are prestigious and are considered to be for the rich. The cost of the kindergarten schools may actually force a parent with a competent grade to join another institution.

What is more is that the schools funded by the tuition of the student (private schools) perform better than the schools funded by the government. The programs are well reviewed and are more intense and professional. Teachers are well paid and the posts are highly competitive. It is believed that children in private schools have an advantage over the other.

The private schools are concentrated in the cities while the government sponsored schools are concentrated in the rural areas. However, there are few private schools in the rural when compared to the government sponsored ones and few public or government sponsored when compared to the private schools in the urban centers.

Retention

Retention can occur when a child remains in the kindergarten for long without being promoted to the next level of study. The UK and the US have different approaches to retention. In the UK students must attend preschool before joining the school first year of study. The examination that is given to student prior to joining may result to retention if the child does not qualify.

The teacher determines if the child will need additional time of study before joining school. After the child’s retention, they must undergo the same examination in the next admission. If the child is not qualified retention happens again. This kind of system has an impact on the child because the child will be forced to delay and will join a different age group.

In contrast the US education system may not encourage retention. In some states kindergartens are not compulsory. Students may join the first grade without going to a kindergarten.

When a child misses a chance in a competitive kindergarten, they have other options of admitting their child in another kindergarten. Moreover, children begin going to school much earlier hence they become competent and can secure places in the first grade (Waldfogel, 2007).

Education system

In both US and UK, the kindergarten classes are the foundational classes for the students before they begin their academic learning. Students are taught basic subjects that cover mathematics, science, language and art. However, the kindergarten in the US is also part of the primary education. On the other hand UK categorizes the preschool classes as part of the preschool.

Another difference between US and UK is that of identifying the level of study. The US uses the word grade to denote the level of study, while UK uses year to identify the level of study. Waldfogel (2007) points out that the UK is strict on the qualification of the kindergartens from the before they go to the first year of study.

This causes some to delay and may end up joining a younger age group. More so, in the UK students must attend kindergartens prior to the first year at school. On the contrary the kindergarten is not compulsory in the US. This is because some states do not need the child to go to a kindergarten before joining the first grade.

The US allows for home school system. Home school system is recognized by the government as long as they have met the requirements of the education system and have been approved. The home school systems have been adopted by some parents and guardians who do not prefer the private and public schools.

This is because they may want to incorporate religious education, value systems and morality that are not offered in school. Some may want to prevent their children for certain value systems that are contrary to their beliefs. These children are disadvantaged in that they may fail to socialize and perform poorly academically.

The UK government sponsors the schools via the local government. Preschools not funded by the government raise their funds from the student’s tuition. This is also similar in the US where the governments fund the public institutions. However, the government does not fund all the public institutions fully.

The US has standardized tests that are administered in public schools. The taste represent represents the lowest level of education a student is expected to attain in a specific level. The student is also required to show progress. Failure to show progress will result to remedial classes that go on during vocation. This is because the child may need assistance to improve on their grades.

The US has standardized the education system and supports the standardized test financially. This standardization sets the minimal requirement. The standardized test is reviewed by each state so as to come up with own standards that correspond with the states environment and situations. This standard ensures that the quality of education remains high in the US.

Moreover it emphasizes credibility within the teachers. Moreover, children with low standards of education are likely to be raised. Kindergartens that persistently continue performing poorly are supposed to follow some steps that will guide it to improve. The outcome of the standardized test is accumulative improvement for kindergartens that have continually taken the test.

Discipline

Both US and UK have included discipline in their preschool. Caning is discouraged and forbidden at the institutions. Teachers foster discipline by rewarding good work. Correction of bad behaviors done immediately the child is caught in misconduct.

Praising good behaviors is the best way to motivate the children to maintain discipline. The kindergarten students have not developed judgment hence the teacher must be understanding and show consistency in their correction. Moreover, children learn by imitation and the teacher must be the role model.

Grades

In UK every institution has a way of grading the students while in US the grading system is recognized and funded by the government. The grades determine the progress of the child and are often used to rank the students.

In both countries the grades are inclusive of the course work and are given inform of percentage. The grades are sometimes used to promote the child to the next grade or year of study. The grades are indicated in the child’s progress report.

Parents

Parents make important decisions for the children. They are responsible for choosing a kindergarten for their child and meeting the requirements. In the US and UK parents must provide contacts and be available on parents day. Parents must also ensure that the child attends school every day and give consent in case of absenteeism.

They are also supposed to communicate with the school teacher concerning immunization and providing health information. This is because the child may have allergies that can be avoided when the child is within the school. In case of medical emergencies, the child health record will be helpful.

Parents also follow the progress report and the development of the child. They also assist their children with their home work and foster what the child has been taught. Children are likely to perform well in school if their parents assist them to do homework.

They also ensure that their school supplies or learning materials are available. The parents are also required to dress the children in a manner that is comfortable. They are supposed to cloth the children in cloths that are easy to button and to unbutton so that they do not need assistance when going to the washrooms. All these are similar in both countries.

Lacey (2010, p. 1) notes that parents are important in developing the ability of the child to learn irrespective of their country. In both UK and US some school teachers help children develop gifts for their parents. These are some form of teaching aid.

Parents are advised to encourage the children by accepting the gifts. These gifts are colored papers in different shape. Children therefore learn to express themselves if they are not discouraged to express themselves. The parents can even initiate other activities such as tracing the shape of the hand and coloring it. The parents can also read stories and listen to the child. Moreover the parent can encourage behaviors that are

Tuition

In line with Directgov (2011, p. 1) the UK government has entitled every child to fifteen weeks of thirty eight hours of free education before the first year at school. This means that irrespective of whether the child’s parents are working or not the child is entitled to the free hours. The services are available and parents and their children can approach them through the family agency in the area.

Working parents can recover up to 70% of the tuition paid for their children if they apply for child tax. This tax is applicable to all the children one has. For the unemployed parents, the full tuition or part of the tuition can be obtained from a government program that is designed to assist such parents. Another avenue for getting help is when the parent is below twenty years and they are students.

The parent who is also a student can be able to continue studying and support own child to go to the kindergarten. Employers are also a source of tuition for children. Some employers specify the number of children they are going to sponsor for the employees as part of their pay package. Such parents are able to educate their children in the competent kindergartens that they desire.

On the other hand the US governments emphasize the right to education and so every child has an opportunity to get educated. The government funds some kindergartens either fully or partially. Like in the UK, some employers have offered to pay the children’s schools fees. The tuition just like in the UK vary from one kindergarten to the other depending on the services offered

Length of school day for students

In line with Sharp (2010, p. 2) the kindergarten students are between two and a half hours and three hours in both UK and US. This is the standard time set by the government that at includes the time that is involved in teaching. Time for lunch and break are not included. Some in institutions may extent a little for the benefit of the child.

The students in UK have been found to differ from those in the US due to the time involved. In US children join grade one after the age of six or seven and are found to have more competent skills in writing, reading and are able to integrate well in the next level. on the other hand students in the UK are ready to join the next level after five years.

When compared with other graduates from kindergarten in the US, they have not achieved the same skills. This is partly because they have spent little time before joining the school level. Therefore, if preschool time could be extended with one year, the kindergarten students in UK would achieve the required skills.

The length of hours spend in the kindergarten may vary from one preschool to another in both US and UK. The schools that offer full day classes are preferred by the working mothers. A large part of the day is spent in playing activities and break. Some institutions approach these classes in an informal manner. The half day classes are more formal with reduced breaks and play. The half day kindergartens also have short breaks.

Conclusion

The US and UK kindergartens are highly regarded and are seen as a significant stage in education. The UK refers the kindergarten as the preschool and sometimes as the nursery. The kindergarten is the class that students undergo before they join the first grade in US or the first year of school in UK.

Students are normally between five years to seven years old although in UK the age may be four years. Thus students in UK join the school when they are younger than US. Kindergartens in US are optional in some states. In UK the child must have some form of preschool education before joining.

The curriculum covers a wide range of subjects that include mathematics, science, social studies, environment, technology, arts and language in both countries. The UK may include other subjects like religious studies which are not taught in the US.

Physical education is taught in both countries with the US emphasizing the programs that are healthy and reduce the rate of obesity. The curriculum also pays attention to the kindergartens development in areas like physical, emotional, social, personal, language and innovative developments. The curriculum is accommodative of all children’s needs. It is based on experience and a lot of playful activities.

Teaching aids include among others television, computers and musical songs. Children’s health is important and the details are given to the administration. Parents must give the school their contacts so that they can be contacted easily in case of sickness. Also the school may have a clinic or a school nurse to give first aid.

Teachers in both UK and US must be trained and qualified. They must also poses good communication skills, be patient and demonstrate ability to deal with the kindergarten.

They should also pose a valid license for practicing. US teachers differ from those in UK in that they must have a bachelor’s degree and be certified as well have undergo supervised internship for a year and obtain a license. The kindergarten teachers in UK need to be holders of a diploma or a degree and then obtain a license. Sometimes teachers can practice without a license in UK.

Admission is very competitive in some kindergartens and may require an interview in the US or follow the Criteria in the UK. In both countries the private kindergartens are preferred to the state owned because they perform better. However the tuition for the kindergartens is very high. Kindergartens may be sponsored by the government or obtain funding form students school fees.

The kindergartens spend two and half hours to three hours in both countries. Kindergartens that are full day are preferred by working mothers and have allocated most of the time to playing, half day kindergartens concentrate on academics.

The education system includes the US kindergarten in the school program while in UK it is part of the preschool. Teachers and parents are both responsible of impacting discipline. Parents assist their children with home work in both countries. Retention is prevalent in UK where the requirements are strict. In US children can join school without going to kindergarten in some states.

Reference List

Banjo, S. (2010). How to practice for the private-school play date. Web.

Directgov (2011). Getting help with preschool education. Web.

Graham, L. (2009). UK School system. Web.

Northern Ireland Council for the Curriculum, Examinations and Assessment. (2007). Curricular guidance for Pre-school education. Web.

Lacey, B. (2010). Gifts for Parents from Preschool Children. Web.

Newcastle City Council. (2011). Starting nursery school. Web.

Occupational outlook Handbook. (2011). Teachers- Kindergarten, elementary, middle, and secondary. Web.

Roosevelt. (2007). Kindergarten Curriculum. Web.

Sharp, C. (2010). Age of starting school and the early year’s curriculum. Web.

Waldfogel, J. (2007). Welfare reforms and child well-being in the US and UK. Swedish Economic Policy Review, 126.

Waldfogel, J. & Washbrook, E. (2011). Early years policy. Child Development Research, 343016.

Sociocultural theory examines how society influences individuals. There are many thinkers that have contributed to this field. This particular paper analyzes the implications of Vygotsky’s theory.

In the field of education, Vygotsky’s theoretical contributions continue to be extensively cited by educational theorists in the development of curricula and formulation of new teaching strategies (Velenzuela et al, 2000, p. 111).

Educators have particularly used his Socio-cultural theory to transform children’s thoughts, perceptions, worldviews, and behaviors. According to Vygotsky, social interactions among children in the social context lead to enhanced levels of knowledge and a complete transformation of their thoughts and behaviors (Mahn, 1999, p. 341).

Parents and educators are increasingly using this theory in discharging their primary duty of assisting children to become high achievers. Below, a summary of Vygotsky’s sociocultural theory is outlined. The discussion will focus on the theory’s implications for kindergarten-age children and children with special needs.

The most fundamental notion of sociocultural theoretical perspective is that an individual’s mind is culturally mediated (Mahn, 199, p. 343). The theory emphasizes that culture is the primary determinant of individual development. In this perspective, a child’s learning process is mainly affected by culture since every child grows in the context of culture, including the culture of the school environment.

Vygotsky believed that exposing a child to various cultures and social environments expands his or her knowledge base. Vygotsky believed that developmental progressions, dependent upon individuals and cultural tools granted to the child within the social context, will greatly assist him in shaping his perceptions of the world (Velenzuela et al, 2000, p. 117).

Consequently, educational theorists have specifically focussed on Vygotsky’s sociocultural theory due to the recognition of the fundamental functions played by social cultural factors and influences in the processes of learning and development.

According to the sociocultural theory, learning can be passed on to individuals using imitative, instructed, and collaborative learning.

In brief, imitative learning occurs when the child tries to copy or imitate another individual within the social context, while instructed learning occurs when a child recalls the instructions or directions given by an instructor and then puts them into practice.

Collaborative learning is thought to occur when a group of individuals collaborates in the learning process as they work to understand each other or achieve a particular goal. (Velenzuela et al, 2002, p. 116). According to the theory, the learning process begins at birth and persists throughout the lifespan.

Vygotsky came up with the zone of proximal development (ZPD) to signify the distance between the actual development stage as exhibited by independent problem-solving ability and the level of potential development as exhibited by problem-solving ability under the direction of an adult or in cooperation with more competent peers.

The sociocultural theory has important implications for kindergarten-age children and children with specialized needs, as it can be effectively used to occasion critical advancements in their learning development. According to the theory, children can learn much through social interaction.

As such, curricula for kindergarten-age children and children with special needs should be specifically designed to emphasize and underline the interaction between the children and the learning tasks (Valenzuela et al, 2002, p. 116). The kindergarten students and their counterparts with special needs will derive meaning from the learning process in the context of active involvement in the real social environment.

This line of thinking contradicts Piaget’s theory of cognitive development which presupposes that children can only learn certain things based on the stage of cognitive development (Velenzuela et al, 2002, p. 112). The sociocultural theory is more responsive to the learning process of children with special needs since it argues that ideas and concepts are socially mediated and exist in collectives rather than in individuals.

This theoretical perspective centers the learning process on the cultural, social, institutional, environmental, and historical situations rather than individual cognitive abilities, as Piaget suggested. As such, it is effective in teaching students with specialized needs.

With suitable adult assistance, kindergarten-age children and children with special needs can effectively be able to perform and complete duties that they are incapable of performing on their own. In this perspective, educators can utilize the scaffolding technique discussed in the sociocultural theory to instill knowledge in children within this age group (Edwards, 2005, p. 45). The technique requires educators to persistently adjust the level of their assistance in response to the student’s educational performance.

This is especially important to children with special needs since they require specialized attention. In this particular technique, educators are required to control the learning environment to ensure young children learn through a step-by-step process that limits unwarranted frustration while expanding their knowledge base.

Consecutive studies have revealed that the scaffolding technique not only produces immediate results in teaching children within this age group but also inculcates the skills and knowledge required for independent problem-solving in the future (Valenzuela et al, 2002, p. 113).

The assessment methods used by educators to evaluate the performance of kindergarten-age children and children with special needs must take into consideration the zone of proximal development. What the learners can achieve on their own is their actual level of development, and what they can be able to achieve with the assistance of educators is their level of potential development (Valenzuela et al, 2002, p. 116).

This line of thinking can be particularly used to uplift the learning capacities of children with special needs through the assistance offered by educators.

Two learners might have similar levels of actual development, but given suitable assistance from an educator, one learner might become more knowledgeable than the other. In this perspective, assessment methods for kindergarten-age students and children with special needs must focus on both the same stage of actual development and the stage of potential development and growth (Edwards, 2005, p. 46).

All in all, Vygotsky’s theoretical perspective has registered many positive implications for kindergarten students and children with special needs in terms of learning. In line with the propositions of sociocultural theory, children within this age group must continually be exposed to a multiplicity of social situations within the social context since each interaction is perceived as a learning experience.

According to the theory, it is critically imperative to introduce children within this age group to individuals and notions that function above their present level of knowledge to effectively open up their thought systems to new ideas and concepts (Edwards, 2005, p. 45). Through this discussion, it is clear that guiding children within this age group through imitation, listening to instructions, and collaborative learning will inarguably broaden their current base of knowledge.

Reference List

Edwards, S. (2005). Constructivism does not only happen in the individual: Sociocultural theory and early childhood education. Early Childhood Development and Care, Vol. 175, No. 1, pp. 37-47

Mahn, H. (1999). Vygotsky’s methodological contribution to sociocultural theory. Remedial and Special Education, Vol. 20, No. 6, pp. 341-350.

Velenzuela, J.S., Connery, M.C., & Musanti, S.I. (2000). The theoretical foundations of professional development in special education: Is sociocultural theory enough? Remedial and Special Education, Vol. 21, No. 2, pp. 111-120.

Introduction

Children have a lot to learn, and when at the right age, they are taken to kindergarten school, where they start to pursue education. Today, parents in the United States introduce their children to pre-schooling before kindergarten admission to have the upper hand in class. The pre-exposure to schooling makes the students conversant with learning; thus, while the newly admitted students who have no pre-schooling start from scratch, the other schooled students are way ahead in classwork.

The decision to pre-school children by other parents led to the writing of this action research proposal. Is it beneficial for students to have prior schooling before entering kindergarten at public schools?

PPR Competency

Pre-school is beneficial to students learning and academic achievements; however, most parents do not know about it. I asked my friends if their families implemented pre-schooling on their homestead, and only a few were familiar with this practice. Despite its benefits, I am convinced that pre-schooling is not practiced because of a lack of awareness.

The teachers who tutor the children should be able to relate well and understand how to maximize the benefits of pre-schooling. Competency 001 of “Pedagogy and Professional Responsibilities” states that a teacher should acknowledge the stages of human development and apply them to plan instructions and assessments that are respective to their developmental needs, characteristics, and student motivation. Teachers need to understand the development stage of a child to maximize pre-schooling.

Description of the Problem

The problem that needs addressing is whether it is beneficial to have pre-schooling before entering kindergarten in public schools. Some students are beneficiaries of this early schooling, while others have suffered late admission into kindergarten. When the child starts to talk and understand words, the child can learn. Early introduction to learning enhances the development of the child as a thinker. Children who start learning early before others are better positioned to communicate and comprehend information quickly.

Pre-schooling makes children exposed to new ideas and concepts, thus becoming familiar with and starting to apply them, such as counting numbers and greetings. The familiarity allows the student to understand and use, thus becoming more active in the classroom. Pre schooling makes students confident in themselves compared to those who start schooling in kindergarten. The students who had no pre-school tend to be shy as they are afraid to make mistakes. The concern is on the instructional strategies as the educators get the opportunity to nature independence and strategic learning in these students early enough.

Instructional Strategies

Instructional strategies are teaching techniques used by teachers to promote independent strategic learning among students. Instructional strategies help the student by motivating and helping them focus their attention and evaluate their learning process, organizing information to remember and understand. The strategy needs the involvement of the student, and the teacher as the pre-schooling students are young and thus delicate to handle. The plans are effective in improving the child’s ability to remember and understand the concepts being taught. The instructional program includes; graphic organizers, student-centered, relevant vocabulary, little lecture, and student movement.

Graphic organizers are learning materials in chats, shapes, or paintings that help the children understand what is being taught. The graphic organizers enhance learning in children by visually organizing new information, thus easier to remember and apply because of their visual quality. The teacher uses these materials to explain concepts about the lesson to the child since they cannot quickly understand.

The graphic organizers allow them to make use of the vision, which is highly memorable to the student. The strategy will work because children have a quick response to images than verbal communication, abling them to learn new information quickly compared to when it’s done verbally.

Student-centered learning is where you let the student dominate the lesson by allowing them to learn from themselves. Students are allowed to coordinate the education by themselves while the teacher becomes the supervisor. The strategy involves the children and helps boost their confidence as they are allowed to dominate; for instance, a teacher might ask the child to narrate a story. Through this narration, the student can express themselves and thus boost the child’s communication and confidence.

The strategy is effective since children are usually open with one another, especially when there is minimal supervision from the teacher or an elder. The freedom will allow students to participate, making the lesson interactive. As the teacher, the strategy will allow me to learn how to manage a classroom from a disruptive to a controlled learning environment.

The use of relevant vocabulary is a structural strategy that allows learning by using simple, appropriate language that the student will understand. A common understanding between the teacher and the student during the learning experience makes learning and teaching easier. Therefore the teacher is expected to use relevant vocabularies that the student interacts with more often. The strategy would work because if communication between the student and the teacher is established, learning is likely to occur, which is different if the teacher uses vocabulary that the student did not understand. Terminologies used in teaching play a significant role in the students’ understanding of the information conveyed.

The limited lecture is critical in the students’ understanding of what the educator is teaching. A child’s concentration span is limited to a few minutes; therefore, if the class becomes too long, the student will be distracted throughout the rest of the lesson, thus restricting understanding. The teacher should realize this when dealing with pre-schooling students and limit the lecturing time to a period in which all students will be attentive. The strategy is effective since limited lecture maximizes the student’s attention, enhancing understanding compared to when the student is already distracted and unable to pay attention.

The student movement is essential in between learning as it makes the students actively engaged. When the students are let to move about once in a while, it makes them active; hence the teacher will notice improved participation among the students. Students’ engagement in class leads to improved learning as they become attentive and listen to the teacher. When the students are kept sited in the same place for a long time, they become inactive encouraging sleep in the classroom. I believe the strategy can work since increased participation in class increases student-teacher engagement, thus promoting learning.

Literature Review

The book “The Current State of Scientific Knowledge on Pre-Kindergarten Effects” supports my proposed strategy of student-centered learning. The author says that the benefit of responsiveness between the teacher and the children increased child engagement (Duke University, 2017). The interaction between the teacher and the learner is productive in that the students are left to dominate the lesson by sharing their experiences and expressing themselves through various means.

Student-centered learning can include student story narration, drawing of chats, and oral recitation of numbers. The strategy is effective since, in most cases, a student can quickly memorize numbers and letters more than any other thing.

A study researched to determine the student-centered learning effectiveness found that students are more active when managing themselves (Cheung, Ling & Leung, 2017). The students tend to be more actively involved when they have the freedom to do what they want than when an elder or teacher supervises them.

Take, for instance, the student’s involvement during the break period and class sessions when they are supposed to be learning. The students take to heart their freedom and are more involved in the games when playing than in class. The same concept applies to learning as it improves the student’s involvement and participation in learning when they are left to manage themselves.

Investigation made on the different techniques used in teaching English found that graphic organizers improved the students learning and understanding of the lesson(Kalmamatova et al., 2020). The investigation results showed improved memory retention of the class taught with graphic organizers compared to theory. Students respond more to things that they can see and can refer to boost their understanding. For example, the use of diagrams and charts with an animal diagram and name was highly productive.

When you draw an object and name it, the student will easily remember how the object looks and its description. When the same student is verbally told the name of an object without a graphical representation, the student will miss remembering the thing. Therefore, the article supports my strategy of employing graphic organizers to enhance students’ development and learning of new information.

Description of the Strategy to Be Used

I will implement the graphic organizer strategy by pinning chats on the wall with numbers and pictures with the corresponding name. For example, I will have one chart with rainbow colors to memorize all the rainbow colors. The type of data that I will collect is evaluative outcome data. The data collected will be assessed and evaluated through the observation of the response of the graphic organizers. The students will help me determine the strategy’s success by presenting the rainbow colors in order of arrangement.

I will implement student-centered learning by choosing specific days that the student will be earning from themselves. After consulting with the class on the days that they would be teaching themselves, I will supervise and observe the learning. The evaluative data collected in this strategy is; impact evaluative data. I will assess and evaluate the data by following the impact created by the strategy. By taking note of his students’ participation, I will determine the effectiveness of the strategy.

The implementation of the relevant vocabularies is by using the terminologies that the student can understand. The students haven’t been to school yet using more straightforward language that is critical in enhancing the students’ ability to understand and communicate. I will collect the data and use the verbal presentation to determine the success of the strategy. I will ask the students to reflect on what I have taught in or their own words so that I can know if the student understood the lesson.

I will implement student movement by asking the student to stand up when responding to a question and presenting an idea. The mobility will allow the student to pay attention in the lesson and be active during the study. The activeness engages the student’s attention to the educator and the ongoing class. When the student is active and participates in the lesson actively, I will know that the strategy is successful since it has improved the student’s engagement in the class. Teacher-student engagement enhances understanding and learning of new information.

Future Classroom

Having gained experience on the impacts of the strategies, I will narrow down on the most effective ones. The implementation of these strategies has a positive effect on the student’s development and learning. To make these strategies a success, I will need charts and drawings to act as my graphic organizers. The use of these graphics organizers will boost the student’s understanding and enhance the learning process. I will observe the student s behavior in the classroom and counter-check the student’s academic performance and communication. If the students become more active in class and their academic performance improves, it will indicate the strategy’s success.

Counter Argument

One might argue that even though these strategies are effective in early childhood learning, the student will miss out on socializing and interacting with friends. The student’s interaction with other children is essential in the child’s development. When the student’s time is stipulated for studies while other children are playing, the student will be active in class once he or she is admitted to a kindergarten; however, the student will lack social skills. Therefore as parents consider the benefits of pre-schooling, they should remember that the child needs to play with other children as it is also a part of the child’s development.

The Success of the Strategy

I will observe the pre-schooling students’ behavior and participation during learning to determine the success of the strategies employed. The assessment will be casual as it will be observing to notice how the student responds to the strategy. If the student is actively participating in the learning, can freely express themselves, and remember the number chart on the wall, then I will be certain that the strategy is effective. My objective is to ensure the student can understand and communicate freely and confidently in preparation for kindergarten.

Observation list outlook to determine the strategy success:

• Are the students active in class?
• Are the students able to express themselves through narration?
• How does the student react when left to dominate learning?
• Are there any disruptive behaviors noticed?
• How do the students respond to the graphic organizers?
• Is there improvement in the students’ performance and application of concepts taught?

Conclusion

In conclusion, introducing a child to pre-schooling before admission into kindergarten is essential in establishing an excellent academic foundation. An exemplary implementation of the structural strategies also improves the students’ effectiveness in pre-schooling, initiating the student into the learning environment. The structural strategies should be adopted to enhance the understanding and learning process of the student before getting admission into the kindergarten and the practicing teachers’ experience.

References

Cheung, S., Ling, E., & Leung, S. (2017). Beliefs associated with support for child-centered learning environment among Hong Kong pre-service early childhood teachers. Journal Of Education For Teaching, 43(2), 232-244. Web.

Duke University. Center for Child and Family Policy. (2017). The current state of scientific knowledge on pre-kindergarten effects. Web.

Kalmamatova, Z., Shamurzaev, A., Ysmailova, R., Belekova, K., Ahmadalieva, D., & Sartbaeva, N. et al. (2020). Graphic Organizers as Effective Methods in Teaching Classroom English. Open Journal Of Modern Linguistics, 10(05), 459-467. Web.

Assisting Kindergarten Learners To Improve Reading Skills

Learning in kindergarten is not automatic but a deliberate effort. Thus, teachers need to develop a special tool to help in the achievement of learning objectives. This tool is called a rubric. Its development begins at the teaching level.

Teachers have to know what learning outcomes they want to fulfill, and then develop the tool with those objectives in mind. An effective rubric is made up of several levels of assessment. The teacher arranges these levels according to the complexity of the content to be taught and evaluated.

These levels help a learner progress from learning simple content such as identifying letters, to the very complex such as reading and comprehending a simple story. Each level is the launching pad to the next. Learning to write helps learners leaner how to read, as the two are interrelated.

Teaching and assessment standards for reading should also include criteria for teaching writing. The criteria for teaching writing are also progressively complex.

To help measure a learners progress in reading, a rubric must have assessment criteria that would identify not only how much learning has occurred at each level, but also identify a learners weaknesses. This assessment standard awards marks according to a learners reading competency.

Kindergarten age is one of the most important years in a person’s life. This is because it is the formative stage where a person is starting to appreciate basic knowledge. How a child is handled at this level determines a lot about its progress for the rest of its life.

This is especially true in assisting kindergarten children conceptualize basic academic knowledge like reading and writing. Therefore, kindergarten teachers need to develop a very effective criterion for helping kindergarten learners record progress in academic work.

The criteria will help the teacher especially in measuring learning, and learners’ progress in a subjective area such as reading. This is because even though the learner may identify particular letters at this level, it requires specialized assessment tools to determine whether the child has understood clearly how these letters combine to form meaningful words.

Thus the need to have a rubric. The purpose of this paper is to discuss how kindergarten teachers can use Rubric to help learners to become effective readers.

Using a rubric effectively begins at the teaching level. The teacher must identify the desired learning objectives and thus develop a standard that will facilitate the achievement of those objectives. These objectives are isolated into levels of complexity.

Then the teacher arranges these objectives from the least complex to the most complex. From kindergarten, a rubric for beginner’s level reading lessons should involve a criterion for introducing learners to basic alphabets. The initial level is to have the students identify about 50% of letters and corresponding sounds.

Level one assessment should ensure that a learner has developed basic phonetic skills by identifying all sounds and letters easily, including silent letters. (Hampton, Murphy and Lowry 6, 7)

A good rubric is divided into progressively complex levels. Each level must be the stepping-stone to the next. The assessment standard becomes more complex with each level reached. This kind of rubric helps learners easily learn simple to complex concepts.

When a students has mastered all alphabets and their corresponding sounds, the rubric complexity increase. This is because the learner has acquired the necessary knowledge to move on to the next step. It would be valueless for a teacher to use the same rubric standard to assess the learner at each level.

At this level, the rubric will assist the teacher to develop an awareness of the phonemes. This knowledge will eventually help the learner to isolate different sounds found in words. The teacher implements strategies to help a learner use the previously learned knowledge to develop competency in combining different sounds to form simple words.

The next progressive level involves learners learning how to form simple words beginning with their names. At the end of this level, the learners should be able to read simple words from a wall chart.

This prepares the learner for the next level of learning whereby a learner will develop competence in not only reading words but also forming concepts from words, identifying and correcting simple errors in word formation.

The last level, the learner gains the ability to comprehend simple sentences and explain their meaning. The most successful learners are able to read simple stories (Hampton, Murphy and Lowry 6,7)

Learning a language is two pronged: a learner must know how to read and write. Research has indicated that students who learn quickly how to read also have good writing skills. Schulze explains that reading is all about decoding written messages to make sense.

Learners cannot comprehend the meaning of these words if they do not posses the necessary skills to encoding them (7). Thus, a good rubric for teaching reading must also incorporate writing skills for kindergarten students. As explained earlier, a good rubric is progressively complex.

In teaching writing, a teacher prepares rubric to teach and examine the kindergarten learners’ to differentiate drawing and writing. The next level tests a learner’s competence in differentiating between pictures, letters and numbers.

When a learner is competent at this level, they are able to write letters and words from punctuation and later write sentences (14). Using a rubric to develop writing competence in learners is very useful in developing reading skills as competent learners can read what they write.

Student’s progress cannot be established if no evaluation and assessment standard is in place. This means that a good rubric must focus on assessing students reading ability at different levels through very elaborate assessment criteria. It should contain the following standards.

At the beginners’ level, learners should be assessed on tracing written text from left to write. Those who do it consistently should be awarded very high marks.

Next levels should progress from; a students ability to handle a book properly, identifying the author of the book, reading silent sentences to reading and making meaning out of sentences and short stories.

Those learners who do it consistently enough should be awarded very high marks while those who do not show consistent progress should be awarded average marks depending on the level of consistency (Reading Workshop Rubric n.pgn).

In conclusion, learning for kindergarten children is a procedural activity. It introduces learners to simple facts then progress depending on the learning rate. Kindergarten teachers cannot assume that learners will automatically learn what they are taught.

Learners must be helped to conceptualize knowledge. This is done through a special tool called a rubric. A rubric stipulates instructional methods and the learning outcomes expected at the end of a given time, and how to achieve them. When teachers use a rubric, they can measure the development of their learner’s easily.

Works Cited

Hampton, Sally, Murphy, Sandra and Lowry, Margaret. Using Rubric to Improve Students Writing. Washington: New Standards, 2009. pp 6-7. Print.

Ridley School District. Reading Workshop Rubric (Kindergarten). Web.

Schulze , Arlene. Helping Students Become Better Readers Through Writing. Chicago: International Reading Association, 2006. Print

Kindergarten transition (KT) is a critical topic in early education that has been studied with attention to the role of psychological support, parental engagement, and transition-related challenges. Sheridan et al. (2020) offer a good source to explore KT as their study systematically assesses and summarizes almost 250 parents’ practices in the pre-KT and KT periods and such activities’ implications for children’s success. According to their research, the student’s chances of adapting to the kindergarten environment successfully depend on the degree of parental involvement in fostering the child’s early literacy competencies and communicative abilities (Sheridan et al., 2020). Thus, the family’s contributions to minimizing KT-related difficulties are enormous.

Also, KT becomes more complicated as a result of psychological adjustment challenges and unmanaged stress. Jiang et al. (2021) present another good source for studying KT since their case study explores more than 680 kindergarten students’ KT-related difficulties and assesses each area’s individual influence. The areas of concern during KT include socializing, self-organization, learning, and participating in group work (Jiang et al., 2021). Based on the analysis of teachers’ reports, KT-related challenges affect all students without exception, and over 25% of children experience difficulties in all adaptation-related areas (Jiang et al., 2021). Therefore, KT is a stressful period for any child and should be approached in a way that minimizes negative affect.

KT should be handled to recognize emerging learners’ limitations and avoid cognitive overloads in kindergarten settings. According to chapter five of the course text, kindergarten-age children’s executive function and memorizing strategies are rather undeveloped (Beyer & Lazzara, 2020). In my opinion, in the KT process and when preparing a child for entering a new educational setting, it is of vital importance to account for age-specific developmental characteristics. Specifically, making sure that the expectations imposed on new kindergarten students are realistic is essential.

References

Sheridan, S. M., Koziol, N., Witte, A. L., Iruka, I., & Knoche, L. L. (2020). Longitudinal and geographic trends in family engagement during the pre-kindergarten to kindergarten transition. Early Childhood Education Journal, 48(3), 365-377. Web.

Jiang, H., Justice, L., Purtell, K. M., Lin, T. J., & Logan, J. (2021). Prevalence and prediction of kindergarten-transition difficulties. Early Childhood Research Quarterly, 55, 15-23. Web.

Introduction

Christmas is one of the most popular and beloved American national holidays. Originally Christmas was intended to commemorate the birth of Jesus Christ, but nowadays, it turned into a family holiday for everyone. Every year on December 25, millions of Americans meet with their friends and relatives to share special Christmas dinners, which include roast turkey, ham, pies, and other tasty foods. People give holiday gifts, decorate their houses with lights, and put up customary Christmas trees.

The Christmas celebrations help create a festive mood for New Year. On December 31, New Year’s Eve, Americans gather again to share delicious meals and have fun. People make wishes and prepare for a fresh, happy start to the New Year full of exciting hopes and dreams.

Columbus Day

American history could have been much different if the famous explorer Christopher Columbus had not discovered our continent. However, he and his followers risked undertaking a dangerous journey and eventually found American shores. Their bravery gave a start to the history of our country, as the first European settlers followed Columbus quite soon and established their colonies on American soil.

Columbus Day is especially honored by Italian and Catholic American communities proud of the explorer’s birthplace and faith.

Columbus Day is observed every year on the second Monday of October. All government offices are closed that day, and many Americans can enjoy a day off from work.

Independence Day

On July 4, 1776, Congress adopted the Declaration of Independence, giving birth to the independent United States and the American nation.

Soon celebrations on the Fourth of July had become a patriotic tradition that honored the bravery of the first American Revolutionaries. With time, Independence Day turned into a popular family holiday.

Every year many Americans get together with their friends and families, set off fireworks that remind them of rockets used by Revolutionaries, and enjoy outdoor barbecues and fine summer weather. People listen to patriotic anthems and wave star-spangled flags. The Fourth of July has become a symbol of unity and pride for being American and living in this country.

Thanksgiving

Thanksgiving is another example of an American holiday that has become a fine family tradition. Originally, Thanksgiving was celebrated by individual American colonies and states as a symbol of cooperation and trust between the settlers and Native American peoples.

Abraham Lincoln was the first U.S. President who made Thanksgiving a national holiday observed each November. Since then, Americans have celebrated Thanksgiving on the fourth Thursday in November. People cook delicious meals and share them with their friends and family members. Americans also engage in volunteering and helping each other, following an example set by Native Americans who helped the struggling settlers.

Turkey has become a symbol of Thanksgiving, and many Americans think Thanksgiving turkey is the most important part of the holiday meal.

Labor Day

Labor Day, observed on the first Monday of September, has become one of the most respected holidays in our country. Just over a century ago, many Americans had to work 12-hour shifts and 7-day working weeks. Little children also had to work in factories, mines, and other unsafe places instead of going to school and playing with friends.

However, people stood against the unfair system and began to protect their human dignity and rights by organizing rallies and strikes. On several occasions, workers took unpaid time off and held parades of protest. Eventually, the government had to intervene and satisfy workers’ demands for decent labor conditions.

The modern Labor Day commemorates the bravery of American workers who won their rights. On the first Monday of each September, Americans remember their determination with fireworks, parades, and public rallies.

Washington’s Birthday (President’s Day)

George Washington was a hero of the American Revolution and the first President of the United States. After Washington’s death, individual U.S. states and cities began to commemorate his memory. By the end of the 19th century, February 22, Washington’s birthday, had become a national holiday.

However, several national holidays were later moved from their original dates to specific Mondays. This act was convenient for many Americans, who got more three-day weekends throughout the working year. The observance of Washington’s birthday was moved to the third Monday of February, becoming a national day for celebrating all past and present U.S. presidents.

Martin Luther King Day

Dr. Martin Luther King is the second man in American history honored with a national holiday. George Washington forged the independent United States in the flame of Revolution to deserve this honor. Martin Luther King dedicated his life to the struggle for equal rights and justice for all U.S. citizens. Despite his tragic death, the memory of the heroic civil rights activist lives in the hearts and minds of many Americans.

After decades of legal struggle, every U.S. state agreed to observe Martin Luther King Day on the third Monday of each January. King’s nonviolent, peaceful resistance to injustice and inequality eventually received well-deserved recognition and commemoration. The holiday in honor of Dr. King affects public and private institutions across the whole country.

Memorial Day

On Memorial Day, the American nation honors all men and women who died while serving in the U.S. military. Americans observe Memorial Day by visiting war memorials and cemeteries, participating in parades, and holding family meetings. Memorial Day is observed on the last Monday of each May, marking the beginning of summer.

Memorial Day emerged soon after American Civil War when U.S. citizens started to gather and commemorate fallen soldiers on both sides. A century later, the tradition grew into a national holiday in honor of all fallen American servicemen and servicewomen. Americans of all ages come to war memorials and cemeteries to decorate graves with national flags and flowers. On Memorial Day, the American nation remembers the bravery and sacrifice of people who fought and died for our country.

Teacher’s Page

The eBook composed as a part of this assignment allows a social studies teacher to provide kindergarten students with knowledge and skills defined by the State of Texas (2017) in the Texas Essential Knowledge and Skills for Kindergarten (TEKS) standard.

According to Section b) of Paragraph 113.11, Part A, a kindergarten student is expected to understand that holidays are celebrations of special events and be able to explain the reasons for patriotic holidays. Additionally, a student must be able to identify the customs associated with particular national and patriotic holidays (State of Texas, 2017). This eBook acknowledges kindergarten students with several patriotic and customary holidays celebrated in the United States. As a result, students develop the competence of distinguishing between various holidays, which acts as an important part of the American cultural code.

Resources

Classful. (n.d.). [Kindergarten social studies].

Clipartkey. (n.d.). [Thanksgiving turkey].

Clipart World. (n.d.). [George Washington President’s Day].

LA Loft Blog. (n.d.). [Labor Day celebration]. Web.

Scar, K. (2018). [Placing flags on Memorial Day].

State of Texas. (2017). Texas Essential Knowledge and Skills for kindergarten.

Veski, R. (n.d.). [Independence Day poster].

Stay Happening. (n.d.). [Image of Christmas bauble].

Wallpapers. (n.d.). [Three ships Columbus Day greeting card].

Wyborn, C. (n.d.). [Martin Luther King].

Introduction to the Business Venture

La Trobe University is one of the most prestigious universities in Australia and around the world. With a population of more than 25,000 students, around 1500 academic staff members, and over 1500 administrative members, the university is a major institution (La Trobe University 2014). The university attracts both local and international students, which makes it an excellent university. The university’s main aim is to provide quality higher education to students. At the same time, it seeks to provide an enabling environment for both non-teaching and teaching staff members to support the provision of quality and all-round learning for students (La Trobe University 2014). Family is an essential part of all individuals, and thus the well-being and safety of members are important aspects that determine whether staff members and students can be productive in their activities. This business plan proposes a free program for all students and staff kindergarten that will allow parents among the staff members and students to enroll their children at La Trobe University.

A kindergarten within the university is essential as many staff members and students with young children have trouble finding accessible and secure schools for their kids. Establishing a kindergarten within the University will provide immediate relief to these parents since the school will provide convenience in terms of access and peace of mind. The staff members and students with kids in the university’s kindergarten will be in a position to put more effort into their studies or roles within the institution. The kindergarten comes at a time when the need for infant and young children services among the working class is increasing drastically. According to Nowak, Maude, and Thomas (2013), more than 70% of families will soon have mothers in the workforce. Therefore, these parents will require accountable and high-quality children care services and arrangements for their children. Additionally, statistics show that more than 40% of children are left at home without proper supervision (Allen et al. 2013, p. 364).

Therefore, the kindergarten will provide a good opportunity for parents of young ones to access good and quality care as well as learning from within the University’s facilities.

Business Venture Analysis

As an institution of higher learning, La Trobe University is one of Australia’s largest universities (Mazzarol 2014). As part of its corporate social responsibility (CSR) and duty towards its employees, the kindergarten will be significant towards providing a good facility to support families within the University fraternity. The institution can set aside finances from its corporate social responsibility kitty to support the not-for-profit kindergarten in the institution for staff members and students (Gibb, Haskins, & Robertson 2013).

The not-for-profit Kindergarten enters a field, which is highly served by several other similar establishments around the institution as well as the city of Melbourne. For instance, in Melbourne, there are approximately ten (10) kindergartens around La Trobe University, which can compete with the proposed Kindergarten. However, the kindergartens are not free, and their fee ranges from $5000 annually to as high as $68,000 (Donelly & Preiss 2014). Despite this competition, the university will provide a ready market for the kindergarten since it is free for University staff and students. Further, since the kindergarten will be located at the University, it will have a competitive advantage over other establishments in the surrounding areas since it will offer convenience in terms of accessibility. Further, since it is a not-for-profit institution, the kindergarten will be less expensive as compared to other kindergartens, hence offering an important advantage over competitors (Chappell & Waylen 2013).

Furthermore, the kindergarten will offer other important services and products that are not accessible to other institutions. For instance, it will provide weekend workshops for parents and their children. In most cases, parents do not have time to follow up and or play with their children (Findlay, Kalleberg, & Warhurst 2013). In this case, the weekend workshops will be important in bringing both parents and children together and allowing them to bond. Secondly, the kindergarten will offer on-call/after official hours’ teacher availability. This assertion holds because parents will, at times, be late due to various commitments within the institution. In this case, the parents will be in a position to make a call to the on-call teachers and inform them of their possible lateness in picking their children after the official hours. In addition to the above unique services, the kindergarten will provide developmental progress reports every six months. These reports will provide important insights into the child’s progress as well as providing an opportunity for parents to follow any occurrences and developments.

The kindergarten aligns with the university’s vision of becoming an institution known for “excellence and innovation on issues of modern times and its enthusiasm to make a difference” (La Trobe University 2014, par. 2). The establishment will prove parents within the staff and student body with the opportunity to monitor the progress of their children’s education. Besides, the school will allow the students and staff members whose kids benefit, to concentrate more on their roles within the institution. This move will consequently allow them to contribute optimally towards the achievement of the institution’s goals (Longenecker et al. 2013).

When parents are assured that their young ones are taken care of and have access to the best education from the beginning, they are more likely to show loyalty and satisfaction with the institution. Therefore, they are more likely to work optimally for the benefit of the institution. The University’s efforts towards the establishment of the kindergarten will also be in conformity with its mission. The mission focuses on transforming the lives of students, engaging in groundbreaking research and innovation, and playing its important role in providing education, among other services to the community (La Trobe University 2014).

Resource Analysis

Resources and Costs

The kindergarten will require various resources in terms of facilities and human workforce to kick start its programs. Firstly, kindergarten requires three classrooms and one hall for hosting games and other indoor activities for the children. Further, the institution will require an open space to set outdoor play activity resources such as swings, bouncing castles, and trampoline, among others. Lastly, the kindergarten will require five staff members to provide learning and manage the institution. The following table provides a breakdown of the resources and costs required to start the kindergarten:

From estimates, the duration that is expected for the Kindergarten to be operational will be eight (8) months from the construction to furnishing and the recruitment of the staff members. The entire project will run from November 2015 to June 2016. The intake of new students will begin in July 2016.

Advantages and Disadvantages of the Kindergarten

The Kindergarten, like any other venture, has advantages and disadvantages. Firstly, one of the advantages is the view that since it will be free for staff and students’ children, it will contribute towards the betterment of their financial performance. This goal will be achieved by avoiding the cost that they would have otherwise paid to enroll their children in other schools. Secondly, the kindergarten will offer convenience and peace of mind for parents, thus giving them the room to concentrate more on their work and studies. This aspect works for the benefit of the university. Thirdly, the kindergarten will offer an important learning opportunity for students who are studying children-related courses, hence an advantage to the institution and the students. Lastly, the establishment will be an important indicator of the University’s dedication towards supporting staff and student members by recognizing the value that they bestow on their families.

On the other hand, there are various disadvantages to kindergarten. For instance, the institution will provide free services to the students and staff members. Therefore, over the years, the kindergarten will take a considerable share of financial resources from the University (Gnan, Hinna, & Monteduro 2013). Secondly, if it will not meet the quality of expectations of the parents, it may turn out as a useless project due to low or no enrollment of students.

Conclusion

The establishment of a kindergarten in La Trobe University is long overdue as part of the institution’s quest to provide a good working and learning environment for staff members and students, respectively. Therefore, the kindergarten will fill this existing gap by providing a secure and quality learning environment where students and staff members can drop their children at the University to access quality learning. At a projected budget of $180,000, the Kindergarten will be in a position to have the necessary resources, including five staff members, three classrooms, one hall, and other facilities. Therefore, the kindergarten will contribute towards the university’s mission and vision of becoming a first-class university famous for its excellence and innovation.

Reference List

Allen, D, Johnson, R, Kiburz, M & Shockley, K 2013, ‘Work–family conflict and flexible Work arrangements: Deconstructing flexibility’, Personnel Psychology, vol.66, no.2, pp. 345-376.

Chappell, L & Waylen, G 2013, ‘Gender and the hidden life of institutions’, Public Administration, vol. 91, no.3, pp. 599-615.

Donelly, B & Preiss, B 2014, A private or public education: That’s the $430,000 question. Web.

Findlay, P, Kalleberg, A & Warhurst, C 2013, ‘The challenge of job quality’, Human Relations, vol.66, no.4, pp. 441-451.

Gibb, A, Haskins, G & Robertson, I 2013, Leading the entrepreneurial university: Meeting the entrepreneurial development needs of higher education institutions, Springer, New York.

Gnan, L, Hinna, A & Monteduro, F 2013, Conceptualizing and researching governance in public and non-profit organizations, Emerald Group Publishing, Bradford.

La Trobe University: Our Vision. 2014. Web.

Longenecker, J, Petty, J, Palich, L & Hoy, F 2013, Small business management, Cengage Learning, Boston.

Mazzarol, T 2014, How do Australia’s universities engage with entrepreneurship and small business. Web.

Nowak, M, Naude, M & Thomas, G 2013, ‘Returning to work after maternity leave: Childcare and workplace flexibility’, Journal of Industrial Relations, vol. 55, no. 1, pp. 118-135.