We want to be sure your child is making progress in YKROK.
We don’t leave learning to chance. That’s why we keep track of what each child knows and can do. This information helps us to plan for further teaching and learning. Teachers perform individual assessments of each child to customize the learning.
We can tell if your child is making progress because we know the
steps preschool children typically go through in learning a skill. Just as toddlers go through stages in learning to walk (they sit up, crawl, stand, and then walk), preschoolers follow a typical path when they learn a new skill. We observe children’s paths as they learn new skills and support them along the way.
To show you what we mean, let’s look at one learning objective of our curriculum: “Writes letters and words.” Preschool children often begin using scribble writing and shapes that look like letters. Then they may write some letters, especially the letters in their names.
Later, they start to write letters that stand for words. They might
write “dg” to stand for the word “dog.” They write the sounds they
hear. These are the steps we typically see.
Writes Letters and Words
By carefully observing each day, we find out what children know about letters and words. We may discover that many children are scribble writing. That tells us what experiences we can provide to build on what they know and help them move to the next step.
For example, we would
- put out more alphabet puzzles and games
- display the alphabet and talk to children about which letters are in their names
- place writing materials in many interest areas so children can use them in their play, make signs for the block structures, and enjoy writing for a purpose
We don’t need tests to find out what preschool children know. Tests are not reliable for this age group. Instead, we observe what children do and take notes. We collect samples of each child’s work—drawings, writing, photos of artwork or block buildings— and keep them in a portfolio. Several times during the year we summarize this information and share it with you.
We ask what you have seen your child do. Together, we gain a more complete picture of your child’s progress. Then we can plan together how to support your child’s learning.