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Physical Development
The most impactful time for physical and motor development for a child is between the
ages of 0-12 (Brotherson, 2009). By kindergarten, most children have made substantial progress
in their gross motor functions. Five-year-old children are able to jump rope, catch a ball, walk
on their tiptoes and balance on one foot (Trawick-Smith, 2010). They have begun to be
conscious of their physical abilities and mastery of physical feats leads to feelings of pride and
success (Trawick-Smith, 2010). By kindergarten, children have started to develop the skills
needed to care for themselves and work independently (Catalano, 2002). Because of this,
kindergartners are ready to begin to conquer more fine motor skills like holding and writing with
a pencil. As they continue to develop, their growth follows a pattern. These patterns include the
order in which muscle development takes place (head to toe, inside to outside, large muscle to
small muscle) (Brotherson, 2006). A kindergartners gross and fine motor skills develop at
different rates based on factors such as genetics, birth weight, nutrition and body composition.
movement is the movement that is required to get from one place to another (Brotherson, 2006).
Kindergarten-aged children have mastered the gross motor skills of crawling and walking and
can now move onto movements like hopping, skipping and leaping (Trawick-Smith, 2010).
Nonlocomotor movement are those movements that occur while staying in one place
(Brotherson, 2006). Five to six-year-olds are able to sit, stand, push, pull, turn and twist.
Manipulative movement involves using the hands and feet (Brotherson, 2006). Kindergartners
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are at the point in their development that they can begin to master fine motor movements like
holding a pencil and writing as well as throwing and catching a ball (Trawick-Smith, 2010).
Moral Development
In kindergarten, children are not only learning about numbers and letters but are also
developing the ability to discern between right and wrong (Catalano, 2002). Morality involves
thinking, feeling and acting. Development psychologist Lawrence Kohlberg created the Stages of
Moral Understanding based on Piagets Heteronomous Morality. Kohlberg claimed that young
children base morality on punishment and obedience to rules that authority figures have put in
place (Dunn, 1995). Piaget and Kohlberg both agreed that young children obey rules out of fear
of punishment. Piaget also believed that children abide by the Morality of Constraint (Eberhardt,
2014). They see everything in black and white terms and an act is either right or it is wrong.
According to Susan Crosser from Ohio Northern University, young children think of right
and wrong in terms of absolutes, physical damage, punishment, rules and their own perspective
(2008). Young children are very egocentric but as they age, they begin to develop an empathy-
based guilt. For the first time, they may feel bad for hurting anothers feelings rather than just
being put out that they got in trouble. Research has found that there is a difference in how little
girls and little boys deal with issues of morality (Dunn, 1995). Girls tend to be more concerned
about maintaining feelings and assuaging hurt feelings while boys will argue it out (Dunn, 1995).
Children at this age are becoming more aware of when and how moral rules are broken. If
another child breaks a rule, they will probably be called out and labeled as bad. Children are
also starting to notice when a moral rule does not apply to someone. Because of this, children
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will begin to realize the lack of a universal morality system and will test moral gray areas
(Eberhardt, 2014).
As children test out their concepts of morality, feelings are incorporated into their
schemas. Moral transgressions create emotions such as fear, sadness and anger. Morally
positive experiences elicit emotions like happiness and satisfaction (Dunn, 1995). The variations
in emotional experience can affect a childs moral orientation. A childs temperament may be
influenced by adult reactions to their morally negative and positive behavior (Eberhardt, 2014).
Social Development
The social competence that is developed during the first five years of life has a lasting
effect on a childs ability to form relationships, their emotional well-being as well as their
likelihood that they will eventually become a successful and capable adult (National Scientific
Council, 2004). For kindergartners, social interactions and relationships with adults and peers
influence their budding sense of self and understanding of others. Close relationships, especially
those with adults, help create a young childs self-concept, contribute to their sense of security
and help them understand the world around them (California Department of Education, 2016).
of socialization from family and school (2002). This process of socialization involves four
principles. First is the perceived opportunity for interactions with peers and involvement in
activities followed by the second principle which is the actual degree of interaction or
involvement. Third are the skills necessary to participate or interact successfully and fourth is the
perceived reinforcement from these activities (Catalano, 2002). Catalano believes that when this
socialization process successfully takes place, a child will develop a bond with that social unit
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whether it be their own family or a peer group. This bond will inhibit or encourage social
behaviors based on the beliefs of the social unit. Young children are just entering this world of
socialization and are seeking out new relationships. These interactions may prove to be positive
or negative depending on the social unit with which a child forms a bond (Catalano, 2002).
These opportunities for involvement and interaction help children learn problem-solving, turn-
taking, empathy and cooperation. Relationships with friends foster social connections and help
children discover their own preferences and characteristics as well as those of others (Trawick-
Smith, 2010).
Kindergarten may be the first time for some children that they take place in a social
learning community. Children must be able to learn and play independently and in small groups
without being supervised. This is not only an important preparation for future schooling but it
also fosters a sense of independence and accomplishment in a child (Lee, 2012). Kindergartners
need to learn that they are capable of doing things on their own and making their own decisions.
This will help alleviate anxiety and encourage children to be curious and accept challenges and
Emotional Development
as well as the ability to establish relationships (Denham, 2008). Emotional development is hard-
wired into a childs brain based on their own experience as well as their environment. As
children development, they begin to understand their own feelings as well as those of others
(Denham, 2008). They also begin to learn how to regulate their emotions, become empathetic,
establish and maintain relationships and regulate their behavior. Children that use more
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empathetic terms and are able to regulate their emotions are typically better liked by peers than
Emotion and cognition have been found to work together in contributing to attention,
decision making and learning (Denham, 2008). Poor emotional regulation can impair a childs
thinking. A kindergartners ever increasing vocabulary and communication skills also make
them more adept at expressing their emotions through words. This lessens the likelihood of a
child exhibiting inappropriate emotions or throwing a tantrum. When children are able to
regulate their emotions, they can relax and focus more attention on acquiring learning skills (Von
Salisch, 2001). Regulation also helps children learn to plan and think about potential future
activities. As children develop, they will learn that some activities require more attention than
others. Learning to regulate their emotions will enable them to monitor conditions and plan or
Brain Development
There are a variety of factors that influence a childs brain development including
nurturing, genetics, nutrition, and their environment. Scientists used to believe that the
development of brains was predetermined and solely based on genetics (Brotherson, 2009).
More modern research has proven this to be false (Brotherseon, 2009). It is now known that
early experiences and conditions have a large impact on the brain development creating neural
connections that influence the wiring of the brain (Rhoshel, 2006). The basic elements of the
brain include the brain stem, the cerebellum, the midbrain, the limbic system and the cortex.
Different parts of the brain are under construction at different times based on a childs
developmental progress (Rhoshel, 2006). Young children are able to absorb information at a
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much faster rate than adults which is why it is so essential to provide stimulating and engaging
Identity Development
Children begin to develop their sense of self from the time they are babies (Trawick-
Smith, 2010). Relationships with family members, adults, other children and members of their
community shape characteristics and behaviors. Positive relationships with parents and
grandparents foster a sense of confidence and security in children (Lee, 2002). Those who feel
confident, capable and worthy are more likely to be optimistic and excel in school Giving
children positive messages about their backgrounds helps them to develop a sense of pride in
their families, communities and languages (NCCA, 2016). Young children who have a strong
sense of identity and belonging are less likely to be afraid of differences or show prejudicial or
Teaching Reading
letter knowledge and listening comprehension have all been found to be associated with reading
performance (Leppanen, 2004). Students should hopefully enter kindergarten with some
exposure to these skills. Their ability to discern between letters and sounds should improve
throughout the school year. By the end of kindergarten, children should be able identify both
upper case and lower case letters and the sounds letters make . Vowel sounds are more difficult
for children to master because the sounds are so similar (OConnor, 2005). Kindergartners can
read some words as well as simple books. Many children will rely heavily on predictable
patterns as well as pictures within the book and their memory of story events. It is important to
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let a child read and to resist the urge to constantly correct/help. Young children who develop
pride in their ability will continue to seek out reading opportunities (Lee, 2012). It is also
important to keep reading sessions short and to encourage children to track with their finger as
they read or listen to reading aloud. This helps to reinforce that print is the representation of
spoken words and that in English, words are read from left to right.
Kindergartners can recognize many sights words such as their name, common words like
mom, dad, or the as well as those they may use frequently in their writing. Vocabulary
development is extremely important during this year (Lee, 2012). Students should constantly be
exposed to new words from a variety of genres. An easy way to do this is to have students
engage in a simple read aloud coupled with rich vocabulary explanations (Lee, 2012). Books
used for this purpose should be from both narrative and informational contexts (NAEYC/IRA,
1998). The teacher can pick 5 to 10 words that are critical to understanding the story. As the
words come up in the story, the teacher can use a few strategies to define them (Pang, 2013).
She can use a short phrase to define the word like catastrophe, that means a big problem. She
can also point to illustrations as she says the word. Using noises or gestures can be used to
demonstrate the meaning like shrugging shoulders for the word shrug or having the children
make the sound of a lion for the word roar (Pang, 2013) The teacher can change their voice
based on the intentions of the character or the descriptive language (Pang, 2013). At the end of
the reading, the teacher can ask some why questions to gauge comprehension.
The most effective read alouds are those that are interactive, teach vocabulary explicitly
and require students to answer and ask questions and engage in analytic talk (Mascareno, 2016).
Analytic talk requires children to make inferences and predictions about the reading. Teachers
can model effective reading strategies by thinking aloud and demonstrating their thought process
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definitional, multiple and nuanced meanings of a word (Holmes, 2014). Vocabulary instruction
can take place at an incidental, informal or formal level depending on the emphasis the teacher
wants to place on targeted words (Holmes, 2014). The verbal interaction that takes place during
read alouds promotes childrens language and literacy due to the integration of new words and
Repeated readings help children become familiar with the language and structure of
different types of text (NAEYC/IRA, 1999). It is important to re-read stories to help children
improve their understanding as well as their ability to recount events. To make repeated readings
more interesting and engaging, teachers can have different focuses for each read (Mascareno,
2016). During a first reading of a book, the teacher can take a more active role by reading and
demonstrating thinking while the children are listening. The second time around, children can
answer and ask questions and comment more frequently. The third read aloud can focus on
reconstruction of the story by the students with teacher guidance. The process of repeated
reading improves students comprehension of a story and extends their thinking (Mascareno,
2016).
Teaching Writing
Early on in their literacy development, children do not differentiate between drawing and
writing. As they mature, children begin to make separate writings or scribbles that are often
directionless. These scribbles eventually become horizontal and move from left to right on the
page. Finally, the scribbles take on distinct forms and become letters (Jones, 2010). Children
who are drawing or scribbling do not yet understand that writing is related to speech. They may
begin to form letter-like shapes that resemble letters but they still do not yet have an
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understanding of the alphabetic principle (Labat, 2015). Children reach a critical point in their
writing development when they begin to represent the sounds they hear in speech. Usually they
start writing the beginning sounds of words because they are often the most salient (Jones, 2010).
As they continue to develop, they will eventually be able to identify individual sounds and
Because a kindergartners motor skills are still developing, there are various ways that
writing can be introduced. Motor actions based on letter shapes promote letter knowledge and
spelling (Labat, 2015). The shape of letters can be traced with the finger and hand or a pencil.
Teachers can also use tactile techniques like finger painting and having students trace letters in
the air before having them try to recreate them on paper. Kindergartners also need to be taught
how to correctly hold a pencil and should first practice forming the letters in their name. The
beginning of kindergarten may be a childs first introduction to the letters of the alphabet or the
building blocks of writing. Kindergartners learn how to form these letter, what sounds they
Throughout kindergarten, children learn that words are written and read from left to write
and how to distinguish between a letter and a word (Puranik, 2013). They begin to develop a
basic understanding of punctuation and learn the importance and purpose of common
punctuation marks like question marks and periods. Children at this age are encouraged to sound
out words in order to spell them (Puranik, 2013). Since kindergartners have not mastered the
written word, sounding out words leads to invented spelling. Research shows that children
should be allowed to use invented spelling so that the focus of their writing is on communication
and not correct spelling (Lee, 2012). With daily practice and instruction, children should
Once kindergartners are comfortable with the writing process, teachers can introduce the
mechanics of writing a simple sentence (Jones, 2010). It is helpful to sometimes have sentence
starters like I like or I am that can help students formulate their own sentences. Once
students have mastered writing simple sentences, teachers can encourage them to flesh out their
sentences by adding some descriptive words. A child may write I like dogs. The teacher could
then guide them in the creation of a more complex and descriptive sentence by writing about the
specific types of dogs they like (I like big dogs with black fur). An activity that is useful in
teaching descriptive sentences is one that shows how sentences can expand. The teacher writes
out three different sentences on strips of paper. The first is very basic like The dog ran. The
second embellished the sentence a little more, The black dog ran. The third is a full
descriptive sentence, The black dog ran fast. This helps students to see how descriptive words
introduced (Jones, 2010). Creative writing is a time when students can write based on their own
ideas and experiences. The teacher can create a prompt and model the thinking and writing
process for the students. The topic should be interesting to students and it may be beneficial to
give more than one to choose from. The students can then practice their writing (or drawing)
skills in a way that is fun and engaging for them. Journals are a great way to showcase a
students writing and their progress throughout the year. Students can write, draw, practice their
Under the Common Core Standards, kindergartners should practice three types of
writing: opinion, informative and narrative (Common Core, 2016). In an opinion piece, the child
will give an opinion on a topic. This opinion may be based on a book the class has read or a
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prompt the teacher has given. Informative writing gives information about a topic. Children
may be asked to write about what they have learned regarding a specific animal or a book.
Writing a narrative is similar to writing a story. Kindergartners should be able to write events in
sequence and possibly add a reaction to what happened or some key details. By the end of the
year, students should be able to produce a few sentences for each type of writing. Under the
Common Core Standards, drawing and dictating sentences also counts as writing (Common
Core, 2016).
Conclusion
blooming and they are being exposed to so many different experiences for the first time. Their
sense of self is being shaped as well as their sense of community. They are developing academic
skills that will influence their schooling experience for years to come. Because the kindergarten
year is such a sensitive and influential time, teachers must be aware of the impact of their
instruction and interaction with their students. It is important to know effective teaching
strategies and techniques but to also be familiar with the rationale behind each. Kindergarten
teachers need to not only know how to teach strategies and concepts but why they are doing so.
kindergarten-aged children. This will create a learning environment that is engaging and
References
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Brotherson, S. (2009). Understanding Brain Development in Young Children. North Dakota State
http://www.cde.ca.gov/sp/cd/re/itf09socemodev.asp
elementary school: Results after 1.5 years. Journal of School Psychology Vol. 41 p. 143-164.
Common Core Standards (2016). English Language Arts Standards. Retrieved from
http://www.corestandards.org/ELA-Literacy/W/K/
Dunn, J. (1995). The development of children's moral sensibility: Individual differences and
Holmes, K. (2014). Service Learning: Flooding Students with Vocabulary through Read Alouds.
Students Reading Skills. The Journal of Educational Research Vol. 103 No. 5.
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Labat, H. (2015). Facilitating Effect of Multisensory Letter Encoding on Reading and Spelling in
Leppanen, U. (2004). Development of reading skills among preschool and primary school
Lee, K.S. (2012). Socioeconomic Background, Maternal Parenting Style, and the Language
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Early_Childhood_Education/Aistear_Toolkit/Theme_Identity_and_Belonging.html
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Their-Brains.pdf
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Pang, Y. (2013). Graphic Organizers and Other Visual Strategies to Improve Young ELLs
Reading Comprehension. New England Reading Association Journal Vol. 48 No. 2 p. 52.
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