I teach pre-k. I teach the letters and their sounds. We even begin putting those sounds together because some children are able to do that. We have more class instruction time and less free choice because I want the students to learn how to follow instructions in a group.

I love how well my girls' pre-k program prepares them for the local kindergarten. While still providing time for crafts and free-play, they practice handwriting in d'nealian (because that's what our school system teaches), give short homework assignments each night (geared toward each child's ability), and run 9-1. Most of the kids are well on their way to reading by the end of the year (and my eldest was reading chapter books!). The long days of kindergarten, larger class size, and more structured environment still took some getting used to, but I felt her pre-k gave her the best start possible without depriving her of the "fun" that is preschool. :)

I have taught Pre- k for over 11 years and have seen many changes. Naps for Pre-k students are a thing of the past. We now utilize fun learning centers in the classroom instead of free play and have incorporated large group time in our morning schedule. Another big change is the addition of small groups, which provides the teacher the opportunity to work with different sets of kids on different skill levels. Even the curriculum is far more advanced than in the past. While the beginning of the year still focuses on letters and phonics, the children leave Pre-k with the ability to read some sight words, and many children are capable of reading beginning books. The key is to prepare the children for a smooth and successful transition to Kinder, while remembering that they are still very young children that will learn and respond best when taught through play and fun, engaging activities.

It's distressing that with so much research on child development, we are still "pushing down" school. Why is kindergarten now teaching the same skills that most teachers learned in first grade? Now, traditional kindergarten skills are being pushed onto four-year-olds. Where does it end? I teach in an Reggio Emilia inspired preschool that is connected to the school system. We work very hard to follow the lead of the children and allow them to learn and discover through play. Play is a good four-letter word...not a bad one. We are process, not product, oriented. We are facilitators who provide opportunities for children and you would be amazed at what they come up with. I believe that it is much more important for us--early childhood educators--to push up to the elementary schools what we know works for children. Experience, experimentation, learning with joy--not because of a standard that someone else imposes...often a someone who has no real-world experience in the day of a teacher or a learner. I am grateful for the school where I work and I know that the parents are as well. In fact, they are so grateful that they are the moving force behind some changes that we hope to see in the elementary classrooms in our district.

I don't teach preK (I taught high school) but signed my daughter up for our public school's preK this morning. It's full day and includes homework. I'm horrified. She's not even four and we should be excited about homework? I realize the question asked for preK teachers to discuss how they are prepping their students for full day of kindergarten, bit I was dismayed to see commenters cutting free play -- which allows children to develop executive function (and its host of tools), imagination (and the creative inspiration needed for most school and work). On a practical note, a friend said that there are school basics that preK to kindergarten don't know -- like how to open milk cartons, navigate hallways, eat lunch with friends. Activities that are moderated and monitored until they hit kindergarten.

It amazes me the stress we give our young children and the teachers who work with them. I teach an all day kindergartn program which I love. The advise that I give the pre-school teachers is to work with their children on social and independence skills. If their listening and attention is at an average level then we kindergarten teachers can work efficiently. I strongly urge teachers to work closely with their parents, explaining to them what is ahead of them for their children. Most parents didn't need to leave kindergartn reading yet today it is a must. If the rapport is there with parents a teacher can work with them to better prepare their child. Black and white, if a child recognizes all letters out of order, knows most sounds, rhymes well, enjoys listening to stories and can discuss what was read to them they will do well. In math, the state recommends understanding and recognizing numbers 1-10, reality is 1-20. They need to recognize various types of pattern development, one to one correspondence, various types of sorting, shapes. If they have a good pencil grip and can write their numbers and letters that is a huge plus. Pencil grip and correct formation of letters is key. Overall, children learn when it is fun with various strategies and learning styles.

I am a full day kindergarten teacher in British Columbia, Canada. We do not have the academic pressures of kindergarten in the US, but are encouraged to facilitate learning through play. My students are expected to be able to make good choices, problem solve, ask good questions, figure out how to answer those questions, as well as beginning the reading and writing process. I know that we are fortunate here. Even if we had (unreasonable) academic expectations, I would still want my students to have learned the self regulations skills that only play with other children can produce before coming to my class, rather than knowing their letter names and sounds. Building a relationship with the family is also important - especially if the child has a specific learning need and will need extra support in kindergarten - getting the medical/multi-disciplinary team paperwork before kindergarten is golden.

I teach pre-k and we are state funded. This has allowed us to work closely with kindergarten teachers, purchase curriculum, equipment and materials that all prepare our children for the kindergarten experience.