•
|
Changing
the entry date will not solve teachers’ concerns about
the range of development in their classrooms.
|
• |
There
is always a group of children born in the last three months
of any twelve-month period, so there is always a group of children
who are the youngest
regardless of the entry date.
|
• |
A
typical class of kindergarten children exhibits at least a two-year
range in skills because children grow and develop at different
rates. |
• |
Changing
the entry date will result in many at risk children waiting
an additional year to be eligible for educational services and
programs. |
• |
The
Michigan State Board of Education has described expectations
for
children’s learning as they enter kindergarten. These or other expectations
should not be used to deny children the opportunity to attend kindergarten. |
• |
Assessment
at kindergarten entry should be used to identify supports and
services needed to help children succeed. Children should receive
instruction
specific to their individual needs. |
• |
Kindergarten
curriculum needs to meet the needs of each child and ensure
continuous progress in all areas of development (intellectual,
language, social,
emotional, and physical). |
• |
Kindergarten
teachers who have special training in early childhood education
are prepared to provide appropriate programs for each child
to be successful. |
• |
Children
are more likely to be successful in kindergarten if they have
benefited from high quality pre-kindergarten programs and supportive
families
and communities. |
• |
Parents
are important partners in their children’s education and
should be able to choose the educational options that best meet
their children’s
needs. |
