![]() ![]() ![]() Children generally should be able to count to at least 10, count about 5 objects, demonstrate knowledge of adding or taking away objects, and identify basic shapes, such as triangles, circles, and squares (NCLD, 2006). In general, children are expected to have knowledge of numbers to demonstrate kindergarten readiness. Kindergarten aged students can typically draw pictures of themselves and their families and use a variety of different sized lines and shapes in their drawings (NCLD). However, during the transition into Kindergarten, the primary focus in terms of relevant writing skills involves the physical ability to draw (i.e., motor skills). Children's developing ability to write letters is related to later literacy outcomes such as reading compression and spelling (Pianta). In order to write letters, children must be able to integrate auditory information (what sound the letter makes) and orthographic skills (knowledge of letters and print convention). Upon entering Kindergarten, children typically make attempts to write their own name and letters that have been dictated, and are able to master some of the letters (NCLD, Pianta). ![]() Vocabulary development is closely associated with comprehension skills those with weaker vocabularies may have difficulties following narratives. Īnother important aspect of reading development is the understanding of narrative structures, which lends to better comprehension skills. These are all predictors of literacy success. Upon entering kindergarten, children should also be able to recognize their own name in print, know how to handle a book, recognize letters, and identify words that rhyme. Phonological awareness strongly predicts the development of literacy skills. Once a child understands phonemes, the next step is to develop phonological awareness, which is the ability to recognize that there is a relationship between sounds and letters, and letters and words. Phonemic awareness, upon entering kindergarten is the strongest predictor of reading success. Phonemic awareness is the first step in learning to read it refers to the ability to hear and manipulate the smallest forms of language known as phonemes. However, they are expected to have phonemic and phonological awareness, as well as a knowledge of print. Children are not expected to read upon entering kindergarten. Therefore, particular emphasis is usually placed upon the development of literacy skills for preschool and kindergarten students to prepare them for the future. Reading is an important skill, as reading ability during primary school predicts academic achievement and later success. This is likely because upon entering kindergarten, academic skills-such as literacy and numeracy-predict later academic success. When assessing children's readiness for kindergarten, much of the discussion is focused on the emergence of basic academic skills, including reading, writing, and arithmetic, which are commonly referred to as the “three Rs” ( United States Department of Education, 2001). This includes the child's home environment and their interactions with teachers and peers. In addition to these competencies, the child's environment and opportunities for learning should also be considered. The domains often included in the definition comprise: academic skills (e.g., early literacy and mathematics understanding, etc.), social-emotional development (e.g., self-regulation, pro-social behaviour, etc.), and physical development (e.g., motor development, sensory development, etc.). There is no single agreed upon definition of Kindergarten readiness. ![]() Kindergarten readiness refers to the developmental domains that contribute to children's ability to adapt to the kindergarten classroom, which is often a new and unfamiliar environment. American Kindergarten students listening during story time ![]()
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