Students in small classes perform better and will lead them to achieve better academic success. One of a noticeable experiment and well-designed research done on the class size reduction was the Tennessee study “The Student-Teacher Achievement Ratio, known as Project Star”. It was a remarkable research because students of kindergarten level were enrolled in three different classes, a small class of 13 to 17 children, a normal sized class of 22 to 26 children and a normal-sized class with both a teacher and full-time teacher’s assistant. The students remained in the classes they were assigned until they reached third grade. (Ehrenberg, 2001).
Common Core State Standards standards support revision of Head Start programs to produce the best possible preschool outcomes. There are studies and statistics but not absolute results to truly measure how effective these programs are when comparing children who receive early education and intervention to those who enter formal schooling in Kindergarten, (Reynolds 2010). Last year’s senior valedictorian at Central High School, was a Head Start student. We waited with baited breath for her to credit her success to Head Start teachers, but instead she praised her high school AP science teacher! Every child deserves to be treated like a future honors student.
In addition, a narrower curricular focus fosters a deeper understanding for students. Whole-class instruction helps Japanese schools motivate their students by emphasizing effort over ability, engaging students, building strong classroom relationships, and unifying students under a common goal. Parental involvement is crucial. In fact, parents usually start their children in pre-school activities leading to formal instruction on piano or other musical instruments, swimming or soccer, abacus, or a combination of activities that develop motor skills during the elementary years. Children are also encouraged to start English-language training as early as five or six years old in private schools, even though they are not required to begin formal training until the lower-secondary schools (grades 7–9).
However, many kids learn to speak another language, beside English, at home from their parents. Sometimes, it is the primary language. The primary language could be learned before English. Foreign languages should be required at elementary schools because it helps the students become more culturally diverse, students get more opportunities and foreign language can helps students relate to other students better. The United
If students begin their bilingual education as early as kindergarten, they are more likely to successfully acquire a second language. Children are like sponges and soak up information easily. Research conducted by Dr. Patricia Kuhl at the Institute for Learning and Brain Sciences at the University of Washington shows that by 8-12 months, if babies are exposed to a second language, they retain the ability to distinguish those foreign sounds. Moreover, through the age of 7 or 8, children are able to learn to speak a second language with fluent grammar and without an accent. After this critical period, the ability to master a
With regular practice of the language in reading, writing, and verbal communication, children can be helped to retain their fluency in every language they have learned how to speak. Which foreign language should my child learn? An increasing number of parents are raising their children to speak two languages from a tender age. One of the reasons for this is that research has shown that young children learn languages naturally as their brains are still highly flexible and receptive to new languages. Children can acquire languages without any form of learning, and they are masters at imitating pronunciation.
Sign Language is a fun, easy-to-learn language that has many benefits. For starters, Sign Language can be easily taught to young toddlers to break the communication barrier, and as a result children will have less temper tantrums because their parents will be able to understand them better. For example, my youngest sister has delayed speech and so we taught her Sign Language from a very young age. Sign Language has helped her communicate with us quicker and prompted her to speak more and more until now she no longer has to use Sign Language as her main way of communicating although it still does come in handy sometimes. According to a study done by the Californian School for the Deaf, there is a big “difference in language acquisition for signing and non-signing children.” The study also reveals that children who are taught Sign Language are better readers and know more letters by the time they start school compared to a child who has not been taught
This will benefit those children who learn a foreign language, like English in my kindergarten, with the help of their mother tongue (Japanese or Chinese) retain the learning and vocabulary faster. Mother tongue based learning offers substantial academic and educational advantages which have been reported consistently in the academic literature (Baker 2001). The fourth area is to include parents in the decision making process in the Kindergarten. Epstein (2001) developed a framework consisting of six types of parental involvement. The six domains are (1) Parenting; (2) Learning at home; (3) Home-school communication; (4) Volunteering; (5) Decision making which involves parents in school decisions; and (6) Collaborating with the community which integrates services and resources from the community to strengthen schools, families, and children’s learning.
In an experiment conducted by Jennifer Steele from the American University, Students assigned of the former are said to outperform their monolingual peers by 10 percent in reading comprehension. Steele also adds that it is not reading but also in subjects like math or science. She explains the improvement from “metalingustic awareness” or how learning more than one language increases awareness in how languages work overall. Another explanation comes from Gigi Luk from Harvard. From an experiment she conducted on 100 fourth grade students in Massachusetts, test results from a reading test differed from language experiences It was concluded that those whose native language was not English actually scored higher.
Bilingual classes bring the students closer together to better both groups, the students are able to work together to help each other understand things that they might not understand. So not only do both groups learn and work with two languages they meet new people they wouldn't have met or had class if it was not for those bilingual classes. Studies have been made to show the effects of bilingual education and how students would benefit from being in a bilingual class, “ELLs who had gotten waivers to remain in small bilingual programs were equally proficient in English and did just as well on state tests when compared with ELLs in English-only programs” (Sanchez). So bilingual education can improve the communication between ELL students
With greatest indication from third and fourth grade teachers who have shown evidence that these standards are being implemented more consistently through the delivery of more project based, inquiry based instruction in these classrooms. It is clear that kindergarten through second grade teachers are struggling with the implementing writing into the curriculum as reflected in principal and Instructional Coaches’ observational notes and logs. Teachers in all grades kindergarten through fourth are in considerable need of training and proper implementation of high quality literacy centers that can pinpoint specific skill deficits for students in the area of Reading Language Arts and quality centers that promote writing across the curriculum. Teachers also need to be using data more efficiently to drive their classroom instruction and create differentiated instruction for those students who are in need of
At the same time, DAP program considers the needs of the individual child. Although, DAP may be more customized to each student, Common Core gears more towards intended child learning outcomes. One gap between DAP and Common Core is that Developmentally Appropriate Practice applies more to kindergarteners and years prior but there are no standards present beyond kindergarten. Therefore, language supporting DAP would be important in kindergarten and it was discovered that perhaps in first through second grade also. This leads to the first question of whether or not Common Core Standards were appropriate for young children.
Obviously, this is not true. Instead, a group of educational organizations and civil rights groups are saying that standardized tests are an advantage to white and Asian students. For example, “in Virginia only 45% of black students in each school must pass standardized math tests while 68% of whites, and 82% of Asians must do the same,”(Rooks). Also, the National Center for Fair & Open Testing says that students of color are more likely to be held back because of low test scores and score lower on college admission tests such as the SAT and ACT(Racial Justice). In addition, research has shown that minorities have lower test scores than whites because of hidden biases in the development of standardized tests(Reese).