Prepare : The Grove School: A seriously fresh new preschool in Cary and Plano!

Prepare your child for a successful academic future
School readiness is of utmost importance at The Grove School. Our teachers and core program dynamically prepare children for kindergarten so their future academic paths are successful.

The benefits of early childhood education

Meg Davis | October 26, 2009 | Comment

During their early years, children go through critical stages of development, and consistent, high-quality education can have long-lasting, beneficial effects on the overall development of children. Choosing a preschool in which your child will be loved and cared for is of utmost importance, of course. But it’s also important to select a school that will partner with your family to ensure your child’s healthy development throughout his or her early years.

Social and Emotional Development

Having your child attend the same preschool program throughout his or her early years allows him or her to develop relationships with the adults and children in that environment, which provides a sense of security. A child who is comfortable with the people in his or her life is more likely to participate in learning opportunities and in advanced cooperative play, such as roleplaying with others, playing games with rules, and working with others to accomplish goals. Children who experience consistency in their program demonstrate less aggressive behaviors, because of their ability to interact with others and use their language to resolve conflicts. For young children, the knowledge that teachers, other children, and daily routines will be consistent over time fosters confidence and competency in social settings.

Cognitive Development

Consistency in the preschool program can significantly impact a child’s cognitive development. High-quality programs that provide developmentally appropriate curricula enable children to develop specific cognitive skills at the appropriate age. Developmentally appropriate curricula help children develop cognitive skills through a developmental continuum, meaning the curricula builds on children’s existing skills and knowledge to help them acquire new skills and knowledge. In addition, curriculum programs that incorporate developmental objectives ensure children follow a scope and sequence of age-appropriate developmental milestones throughout their time in the program.

Language Development

Language development occurs at a rapid pace in children between the ages of one and five years old. Children who are secure in their environment and with the people around them are more likely to engage in frequent, age-appropriate conversations. These daily interactions lead to more advanced language skills by promoting vocabulary development and conversational skills. Through activities such as daily group discussions, fingerplays, songs, and read-alouds, children develop the fundamental language skills they will continue to build on throughout their lifetimes.

Meg is an editor in our Education Department. She’s been writing and editing for over 20 years, and is currently pursuing a master’s degree in Curriculum and Instruction, Early Childhood Education.

Keywords: curriculum, early childhood education, Grove School

What is “school readiness”?

Megan Riede | October 26, 2009 | Comment

At The Grove School, our number one commitment is to prepare your child for future academic success through a hands-on, integrated curriculum and learning community. School readiness is at the center of that environment. But what does “school readiness” really mean?

Generally, it’s a term that refers to a set of skills and abilities a child should possess before entering kindergarten.

But more specifically, I like this definition from scientists and early education professors K. Maxwell and R.M. Clifford in their Research in Review: School Readiness Assessment–

“School readiness involves more than just children. In the broadest sense, it’s about children, families, early environments, schools, and communities. Children are not innately ready or not ready for school. Their skills and development are strongly influenced by their families and through their interactions with other people and environments before coming to school. “

The National Association for the Education of Young Children (NAEYC) also has an excellent position paper that details important considerations when preparing children for school and preparing schools for children. Three important points covered in the statement include:

1. Giving children deserve access to opportunities that promote school success.
2. Recognizing and supporting children’s individual differences.
3. The importance of establishing reasonable and appropriate expectations for what children should be able to do when they enter school.

Additional highlights from the NAEYC School Readiness position paper follow (see the links below for PDFs of both the summary and full position papers):

Readiness is more than basic knowledge of language and math, important as these are. Readiness expectations should include all areas: physical, cognitive, social, and emotional competence as well as positive attitudes toward learning.

Young children develop in different ways and at different rates. Readiness does not happen at the same time or in the same way for all children. For example, one child may develop language skills rapidly while being slower to gain social competence. Definitions of readiness must consider these variations.

A school is ready if the curriculum in kindergarten and the early grades builds on prior learning. In early childhood and beyond, skills are most effectively learned and practiced when embedded in meaningful experiences. Even for children who enter school without having mastered specific skills, curriculum should include child-initiated as well as teacher-supported activities, and should emphasize hands-on, integrated learning.

The school must take into account individual differences in language, culture, and prior experience. Children whose experiences differ from those of the school they enter may be viewed as less ready. Effective kindergarten-primary programs meet children where they are and take extra care to help make meaningful connections with each child’s home, culture, and community.

Teachers must know how to teach young children and have the resources to do so. Ready schools need kindergarten and primary grade teachers who have professional preparation in child development and early education. Class sizes are small enough to meet children’s individual learning needs. Classroom equipment and materials support children’s active, thoughtful engagement with learning.

Our curriculum and school community address these issues head on. From the types of activities and structure of our school day to the credentials of our teachers and how we cultivate community, we’ve thought deeply about to how to best prepare each child for a successful academic future.

Resources for additional information about school readiness:
NAEYC Where We Stand Summary
Complete Position Statement

Megan directs our program development team and oversees educational curriculum for the company. Formerly she taught 3rd grade in the CA Public Schools for 5 years and worked as a producer for 5 years at Leapfrog developing interactive toys for 3-6 year olds.