Observations:
Based on our research and classroom observations, we believe that the instruction taking place in PreK to Second grade classrooms is developmentally appropriate.
PreK: In our observations, we noticed that PreK students showed signs of developmentally appropriate behaviors including but not limited to:
Kindergarten: In our observations, we noticed that kindergarten students showed signs of developmentally appropriate behaviors including but not limited to:
First: In our observations, we noticed that first grade students showed signs of developmentally appropriate behaviors including but not limited to:
Second: In our observations, we noticed that second grade students showed signs of developmentally appropriate behaviors including but not limited to:
PreK: In our observations, we noticed that PreK students showed signs of developmentally appropriate behaviors including but not limited to:
- Opportunities to play and learn through hands-on exploration
- Playing independently and with their imagination
- Learning responsibility through specific classroom jobs
- Approaches conflict with a single point of view
- Constantly moving and very energetic
- Task oriented
Kindergarten: In our observations, we noticed that kindergarten students showed signs of developmentally appropriate behaviors including but not limited to:
- Using repetition in songs to learn
- Playing in “make believe” situations with peers
- Children were explaining things in elaborate, dramatic ways
- Children were at various stages of fine motor control, which dictated that their writing would look different, but generally large
- Students are able to differentiate themselves and their skills from other students
First: In our observations, we noticed that first grade students showed signs of developmentally appropriate behaviors including but not limited to:
- Ability to communicate their wants and needs
- Sharing stories or answers during classroom discussions
- Ability to work collaboratively or independently
- Enjoy activities that involve movement and song
- Fine motor skills improving and grasps pencils properly
Second: In our observations, we noticed that second grade students showed signs of developmentally appropriate behaviors including but not limited to:
- Children were able to show social competence and understanding of general social expectations
- Children were curious and excited to learn more about subjects of interest
- Fine and gross motor skills have improved and are evidenced through handwriting and choice of sports played at recess
- Children enjoy playing in larger groups and will determine teams for large games
- Children are able to manage behaviors
- Children are more empathetic towards their peers
- Children are sensitive to rules and behavior that is “good” or “bad”
Recommendations:
- We observed flexible seating in many of the newly renovated/built classrooms. The students at this age benefit from moving around/standing while working. It is inequitable that older schools have traditional desks and chairs.
- We observed a high focus on academics at the Kindergarten level and because of this play-based centers have been removed from the day. We think this is important to put back in to Kindergarten classrooms because it gives students an opportunity to learn through play as well as work on social skills such as problem solving and sharing.
- We observed that some classrooms utilize strategies in Social Emotional Learning, but it is not standardized across classrooms in a specific way. We recommend implementing Social Emotional Learning programs in each school to ensure that all students have access this kind of learning. With all students practicing identifying their emotions and improving social skills, schools will raise students who are self-aware and have increased emotional intelligence.