is homework developmentally appropriate for preschool

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Homework for Preschool Students

Homework is a very touchy subject when it comes to very young children. This is probably because when people think of homework, they think of worksheets. That would not be developmentally appropriate for preschoolers, but homework does not have to mean worksheets. Preschoolers do not typically get homework, or at least not in the same way an older child would. The more a child practices a skill though, the better. That is all homework is after all, practice.

For preschoolers, homework can actually be quite a bit of fun since they can practice the skills that they are working on through play and exploration. In preschool, the goal of homework should be to practice a skill and to show parents how they can support their child’s learning. Here are a few things to think about when deciding whether or not to give your preschoolers homework.

WHAT THEY SHOULD BE LEARNING

As with anything in preschool, when you are planning homework activities for your preschoolers it is important to be intentional. Use your observations and assessments of your preschoolers to inform your planning. Their homework should have them working on the skills that they need the most practice with, which means that it should be individualized as much as possible.

Any homework that focuses on fine motor skills, literacy, or problem solving will benefit your preschoolers a great deal and help them reach their developmental goals. Here is a list of things you can have your preschoolers do for homework.

• Playing board games
• Scavenger hunts
• Matching games
• Letter recognition activities
• Scissor skills practice
• Simple crafts
• Sorting by color, shape, or size
• Science experiments
• Sight words games (for those that are ready)

HOW LONG SHOULD HOMEWORK TIME TAKE

Any homework that you give to your preschoolers should be open ended and allow the child to decide how long they interact with it. The more engaging their homework is, the more they will want to do it.

It is important to consider the parents’ time as well. One of the goals of homework in preschool is to teach parents how they can support their child’s learning and development. If the homework takes too long, or is too complicated, the parents will be less likely to have their child do it. Design your preschoolers’ homework to be activities that the parent can engage with them for a time, and then the child can continue on their own if they choose to.

HOW OFTEN SHOULD YOU ASSIGN HOMEWORK

In preschool, homework should never be required. You want your preschoolers to want to do it. If the homework that you give to your preschoolers is fun and engaging, and easy for their parents to implement, your preschoolers will look forward to doing it. You could assign homework every night, or just for over the weekends. It is completely up to you, there is no right or wrong answer to how often you should give your preschoolers homework.

It is important to make any homework that you give to your preschoolers fun. The goal is to foster a love of learning after all. Make sure that your preschoolers’ homework is something that they will get a lot out of, even if they only work on it for a few minutes.

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Exploring developmentally appropriate practice

"Developmentally appropriate practice requires both meeting children where they are—which means that teachers must get to know them well —and enabling them to reach goals that are both challenging and achievable."

As a practitioner caring for children, it is your responsibility to seek out and intentionally plan the best opportunities for children that support their over-all well being and healthy development. The practices that you use when working with young children need to embrace the most current, effective approaches in learning and development. These can be described as best practices, thoughtful teaching, quality practices, or Developmentally Appropriate Practices (DAP). DAP comes from a deep history in early education, research, and what many describe as "good thinking."

NAEYC (National Association for the Education of Young Children) states, "Developmentally Appropriate Practice is informed by what we know from theory and literature about how children develop and learn." In its Developmentally Appropriate Practice Key Messages of the Position Statement, NAEYC shares the following in defining DAP:

• Developmentally appropriate practice requires both meeting children where they are--which means that teachers must get to know them well-- to reach goals that are both challenging and achievable.
• All teaching practices should be appropriate to children's age and developmental status, attuned to them as unique individuals, and responsive to the social and cultural contexts in which they live.
• Developmentally appropriate practice does not mean making things easier for children. Rather, it means ensuring that goals and experiences are suited to their learning and development and challenging enough to promote their progress and interest.
• Best practice is based on knowledge--not on assumptions--of how children learn and develop. The research base yields major principles in human development and learning. Those principles, along with evidence about curriculum and teaching effectiveness, form a solid basis for decision making in early care and education. (This position statement articulates 12 principles - see below.)

Developmentally appropriate practice is a comprehensive educational perspective that supports optimal healthy development for every child. Developmentally appropriate practice embraces both continuity and change; continuity because it guides a tradition of quality early learning and change as it incorporates new research, knowledge, and science in regard to children's development and learning.

Child development principles that inform DAP

1. All the domains of development are important.

2. Many aspects of children's learning and development follow well documented sequences.

3. Development and learning proceed at varying rates from child to child.

4. Development and learning result from a dynamic and continuous interaction of biological maturation and experience.

5. Early experiences have profound effects on a child's development and learning, and there are optimal times for certain learning and development to occur.

6. Development proceeds toward greater complexity, self-regulation, and representational abilities.

7. Children develop best when they have secure, consistent relationships with responsive caregivers and peers.

8. Development and learning occur within and are influenced by social and cultural contexts.

9. Children learn in a variety of ways and are actively engaged in learning.

10. Play is a main way that children learn and develop self-regulation.

11. Development and learning occur when children are slightly challenged and through practice.

12. Children's dispositions and behavior are shaped by experiences and affect children's learning and development.

DAP: A decision-making tool

As an early childhood professional working with young children, you are a decision-maker, and you will make many decisions about the children in your program on a daily basis. Understanding DAP - its meaning and intentional practices - is essential in guiding the decisions you will make for young children. Developing the skills to make good decisions for children relies on building knowledge about individual children and child development principles combined with knowledge of effective early learning practices. These are the core considerations in developmentally appropriate practice.

Knowledge of individual children and child development principles

DAP is informed by three areas of knowledge that are critical components in making good decisions for children.

Child development follows general, sequential patterns and is interrelated across domains (cognitive, physical, social and emotional). Know and understand milestones and sequences of development in all domains and use child development information for planning and identifying activities, environments, experiences, and strategies (for large/small groups or individuals) to best promote growth and learning.

Each child is an individual and develops in her own, unique way. Know each child's strengths, abilities, needs, challenges, interests, temperament, and approaches to learning. Know their individual skills, ideas and joys. This can be done through time spent together (conversations, etc.), observation, assessment, work samples, documentation, and information from families and past teachers/programs.

3. Social and cultural appropriateness

All children are of culture. Know each child's cultural and family background - his unique family, values, language, lifestyles, and beliefs. Ensure that the experiences you provide respect these and are meaningful for each child/family. What makes sense to children is their own culture and teachers must consider this, along with overall child development and learning program.

Knowledge of effective early learning practices

DAP focuses on five key areas of early learning practices:

• Creating a caring community of learners. Build positive and responsive relationships between children, staff, and families, both among groups and within the program, to create a community that supports all children as they develop and learn to their capacity in all domains.
• Teaching to enhance development and learning. Provide a balance of teacher-directed and childinitiated activities and plan experiences that meet individual needs, interests, and learning goals.
• Planning curriculum to achieve important goals. Develop a written curriculum that reflects developmental milestones and appropriate early learning goals for children and that supports individualized learning.
• Assessing children's development and learning. Link assessment to curriculum and early learning standards and use authentic assessment methods to measure a child' s progress.
• Establishing reciprocal relationships with families. Work in partnership with families to learn about each child, to develop two-way communication, and to establish supportive relationships with all families.

References:

Copple, Carol and Sue Bredekamp, editors. Developmentally Appropriate Practice in Early Childhood Programs: Serving Children from Birth through Age 8, 3rd Edition . Washington, DC: National Association for the Education of Young Children, 2009.

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HelloParent

Creating Balance: How Much Homework Is Good for Preschoolers?

Preschool years are a time of exploration, wonder, and the beginning of formal learning. These early years lay the foundation for a child’s academic and personal development. However, a growing concern among parents is the concept of homework for preschoolers. How much is too much, and what’s the right balance? In this blog post, we will delve into the world of preschool homework, its role in early education, and how parents can find the best approach for their little ones.

Preschoolers and Homework: Finding the Right Balance

Preschools in India and around the world offer a range of activities to young children, aimed at fostering their cognitive, social, and emotional development. However, the idea of homework for these tiny tots can be a source of confusion and concern. Let’s explore the pros and cons of preschool homework to understand how to strike the right balance.

The Pros of Preschool Homework

Skill reinforcement: .

Homework in preschool can help reinforce the skills and concepts learned in the classroom. This practice ensures that the knowledge is not forgotten before the next class.

Responsibility: 

Homework assignments can introduce preschoolers to a sense of responsibility and routine. It teaches them to complete tasks and meet deadlines, setting a foundation for future learning.

Parent Involvement: 

Homework allows parents to actively participate in their child’s education. It provides an opportunity for parents to connect with what their child is learning and support their progress.

Preparation for School: 

Completing simple assignments can prepare preschoolers for the structure of formal schooling, making the transition to kindergarten smoother.

The Cons of Preschool Homework

Developmentally inappropriate: .

Preschoolers learn best through play and exploration. Excessive homework can interfere with their natural development and impede their enthusiasm for learning.

Overwhelm: 

Too much homework can overwhelm young children and lead to stress and anxiety. It’s essential to strike a balance that doesn’t burden them.

Reduced Family Time: 

Excessive homework may cut into valuable family time, limiting the opportunities for bonding and shared experiences.

Limited Playtime: 

Preschoolers need ample time for free play, as it is crucial for their social and emotional development. Homework should not encroach on this essential aspect of their growth.

Also Read: Kids In Celebrating Diversity and Equality.

Finding the Right Balance

So, how can parents and preschools find the right balance for homework in the early years? Here are some practical suggestions:

Quality over Quantity: 

Focus on the quality of homework rather than the quantity. Short, age-appropriate assignments that reinforce classroom learning are more effective.

Supervision, Not Pressure: 

Parents should supervise and assist with homework without pressuring their children. The goal is to make learning enjoyable and stress-free.

Incorporate Play: 

Encourage play-based learning, which is integral to a preschooler’s development. Learning through play can be just as effective as traditional homework.

Open Communication: 

Maintain open communication with your child’s preschool or play school. Discuss your concerns and preferences regarding homework with the teachers and staff.

Use Technology: 

Consider using a parent app provided by the preschool to stay updated on your child’s progress and access supplementary materials that can enhance their learning.

Preschools in India: Choosing the Best Option

When searching for the best preschool near me or the “ nearest preschool to me ”, it’s essential to consider various factors beyond homework. Look for a preschool that values a holistic approach to education, focusing on the overall development of your child. Consider the following when searching a preschool or play school near me :

Curriculum: Check if the curriculum aligns with your educational goals and values.

Facilities: Visit the school to assess the quality of facilities, safety measures, and teacher-student ratios.

Reputation: Research the preschool’s reputation, read reviews, and seek recommendations from other parents.

Parent Engagement: Inquire about the tools and parent app the preschool uses to keep parents informed and involved in their child’s education.

In conclusion, the question of how much homework is good for preschoolers is not one-size-fits-all. It depends on the child’s age, abilities, and the educational philosophy of the preschool. Striking a balance between learning and play, along with open communication with the school, will help parents create the best learning environment for their preschoolers. Remember that at this tender age, fostering a love for learning and exploration should be the primary goal.

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by Little Sunshine's Playhouse and Preschool

Should Preschoolers Have Homework?

There are some topics that society has deemed controversial in almost every scenario — politics, religion, income levels, whether Taylor Swift is the greatest artist of our time. But for parents, there’s one more topic that can be safely added to the list: homework. There is a big argument among parents, researchers, and educators on whether or not homework is beneficial or unnecessary. Should preschoolers have homework? Are there benefits? Does it make them “competitive” as students?

This article looks at both sides of the argument, but explains why the educators at Little Sunshine’s Preschool decide not to assign homework to preschoolers and those in our pre-K program.

Arguments for Giving Homework to Preschoolers

For context, preschools who assign homework aren’t sending home textbooks and asking for written essays.

For the sake of this article, “homework” and “worksheets” are synonymous. And there wouldn’t be an argument over preschool homework if there weren’t some perceived benefits to worksheets. Here are the reasons some parents and educators are saying preschool homework is important.

• Skill Reinforcement: Those who champion preschool homework say it helps reinforce the skills and concepts children learn in school and gives them additional practice that helps solidify their learning.
• Preparation for Elementary/Middle/High School: Many parents consider the long game when it comes to their children’s education. Homework is often seen as something that prepares kids for what will be expected of them in the future when take-home work becomes more common.
• Parental Involvement: Homework counts as together time … right? It certainly provides parents with a chance to engage with their children and offer support and guidance when it comes to their education.

Arguments Against Giving Homework to Preschoolers

Emotions run just as high for those who argue against giving homework to preschoolers. But for this group, there are more objective reasons that back their thinking. 

• Lack of Evidence: There is limited empirical evidence that supports the idea that homework in preschool leads to a significant “leg up” when it comes to academics. And the research that does exist is a far cry from an endorsement for homework. If anything, it stresses the importance of play and the need for anything done at home regarding a child’s education to be exploratory and engaging. (More on that later.) According to education and parenting expert Alfie Kohn , when it comes to assigning homework in early elementary school at all, “No research has ever found any benefit. It’s all pain and no gain.”
• Developmentally Inappropriate: Critics argue that preschoolers are still in a stage of development where play and hands-on learning are crucial for their growth. If a preschooler who isn’t developmentally ready for homework gets too discouraged, they might “… internalize that they’re not smart or that they’re not good at school,” says Cathy Vatterott , a professor of education at the University of Missouri-St. Louis and the author of “Rethinking Homework.” And if they think they’re bad at school, they may feel inappropriate levels of …
• Pressure & Stress: In a 2012 article “ Should Preschoolers Have Homework? ”, New York Times journalist Holly Korby did a survey of parents whose preschoolers were being assigned homework. Overwhelmingly, they all reported that the main change that homework made on their households was an increase in stress for everyone. 
• Family Time: Preschoolers need time to bond with their families, engage in creative activities, and explore the world around them. Excessive homework could interfere with these essential aspects of childhood. In fact, teachers often underestimate the amount of time homework takes by about 50% — that’s time that families would be spending together and are instead struggling through homework. And a 2019 Narbis poll found that 65% of parents reported that the stress of homework had negatively affected their family dynamic. 
• Inequality: For preschoolers, homework is a group activity. Parents have to be involved and help them with any assignment a teacher may send home. And if not all the children in a classroom have the same level of support at home, there’s an immediate jumpstart to educational inequality.

Is There a Compromise?  

At Little Sunshine’s Playhouse, we feel strongly that homework is not appropriate for the children who attend our program. Our Reggio Emilia Philosophy believes in child-directed learning, which asserts that children are capable of learning and following their interests. Assigned homework is at odds with that concept. Instead, we work with our students in the classroom to create a rich learning environment that fosters learning and fuels their passion for education. Once that flame is lit, we have watched it carry on outside the walls of the classroom and into the lives of students — something that is arguably much more effective than a worksheet. 

If your child’s preschool is assigning homework and you feel they shouldn’t be, feel empowered to have a conversation with teachers about the topic. At the very least, feel confident in making the argument that worksheets don’t accomplish much and, if the teacher insists on going the homework route, that the homework be exploring, playing, and listening to bedtime stories . Ultimately, the emphasis during the preschool years should be on fostering a positive attitude toward learning, curiosity, and social development.

• early childhood education preschool curriculum teaching preschoolers

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Guidance: Preschool Children

This lesson will help you understand behaviors that are typical for preschool-aged children. You will also learn about addressing children’s individual differences and what to do if you are concerned about the development of a child in your care.

• Identify behaviors that are typical for preschool-age children.
• Discuss the role adults can play when it comes to guidance of preschool-age children.
• Describe the importance of understanding culture-based behaviors.

Children’s behaviors and adults’ responses to these behaviors have a powerful impact on children’s development. Learning to manage behaviors through positive guidance is crucial for children’s participation in school and home experiences and for their overall growth. Consider some of the children in your own life and the different behaviors they engaged in as they were growing up.

It is important to recognize that guidance is not something that adults do to children. Instead, guidance is a partnership that adults partake in with children. When adults have appropriate expectations for children, they are less likely to feel frustrated and behave in less desirable ways. The National Association for the Education of Young Children (NAEYC) refers to this as developmentally appropriate practice (DAP) . According the NAEYC’s 2020 position statement, developmentally appropriate practice is defined as methods that promote each child’s optimal development and learning through a strengths-based, play-based approach to joyful, engaged learning NAEYC states that to be developmentally appropriate, practices must also be culturally, linguistically, and ability appropriate for each child. Adults working with young children should:

• Acknowledge the multiple assets all young children bring to the early learning program as unique individuals and as members of families and communities
• Recognize and support each individual as a valued member of the learning community.
• Implement learning environments to help all children achieve their full potential across all domains of development and across all content areas.

It is important to remember that children are developmentally different from adults. Children’s limited reasoning ability combined with their limited experience can bring them to conclusions inconsistent with adult logic. Oftentimes, children may not realize they have done anything wrong, or the behaviors considered inappropriate by adults may actually be typical behaviors of young children. For example, preschoolers may speak during circle time without raising their hands, or they may talk over other children during a large-group activity.

Young children cannot think about what they have not experienced. This means they cannot predict what might happen if they do something dangerous (Fields, et al., 2014). They also struggle with empathy; they are unable to process the question, “How would you feel if they did that to you?” We cannot force a child to think in more complex ways than what is developmentally possible, but we can aim for just a little bit more maturity than the child currently exhibits to encourage further development. 

A guidance approach to misbehavior encourages preschool teachers to consider each child’s misstep in judgment as an opportunity for learning. It is never appropriate or effective practice to ridicule or cause children emotional suffering because they caused conflicts that they have not yet learned how to manage. Adults and children must assume responsibility for misbehavior. It is your responsibility to teach children less-hurtful ways to manage conflict. Likewise, it is the child’s responsibility to gain skills from the experience and to learn less-hurtful ways of expressing anger.

What Behaviors are Typical for Preschoolers?

Similar to progressing through developmental stages, there are certain behaviors that are considered typical for specific ages as children grow. These behaviors, while expected, sometimes challenge adults. The chart below provides examples of some of these behaviors. As you read these examples, think about the children in your care and the ways you respond to some of their behaviors. Remember that just as with every aspect of development, individual differences exist when it comes to children’s responses or behaviors in response to certain events or circumstances.

Developmentally Appropriate Behaviors that May Challenge Adults

Preschoolers.

• Fears and vivid imaginations (fear of the dark, fear of monsters, etc.)
• Excluding others from play
• Telling others what to do
• “Tattling” or telling on others

Young School-Age (some of these behaviors are also seen in preschoolers)

• Overly concerned with fairness
• Uses sex differences as the basis for play decisions or excluding others from play (“No boys allowed”)
• Lying or stretching the truth
• “Cheating” at games or getting upset and not wanting to play

Just as you do with milestones, think of these behaviors as points of reference to help you better understand children and their development, so you can be ready to meet their needs. These behaviors should be reminders or typical patterns of growth and development in young children. Use them to help you know what behaviors to look for, and at what age, as children mature. Even though these behaviors may be typical of many children in preschool, each child is unique. Your goal is to help all children grow and learn to their potential.

You should also remember that expectations about behaviors are driven by cultural values and preferences. For example, in some cultures, children are not expected to feed themselves independently until they are 3 or 4 years old. In other cultures, children are expected to start eating independently in late infancy and toddlerhood. In your daily interactions with children and their families, you should remind yourself that culture and family priorities influence children’s behaviors.

Why Do Children Engage in Challenging Behavior?

There are many reasons why children might engage in behavior that adults find challenging. Sometimes, challenging behavior is part of typical development. In all cases, however, a child’s behavior communicates a message. It is up to adults to learn the child’s “code” and interpret the message. Here are some messages a child’s behavior might send:

• I need your attention, but I do not know how to ask for it.
• I do not know what I am supposed to do.
• I need help.
• I am bored.
• I am lonely.
• I do not feel well.
• I am scared.
• I am tired.
• I do not want to do that, or I do not like that.
• I am overwhelmed.

Helping Children Learn to Manage their Behaviors through Developmentally Appropriate Strategies

The strategies listed below work best in the context of strong relationships with children in your classroom and are adapted from the Massachusetts School-Age Coalition and expand on early childhood work by Patricia Hearron and Verna Hildebrand (2013). You will learn more about these strategies in lessons Three and Four of this course.

Have appropriate expectations for children’s behaviors: Rules, expectations, or guidelines help create a positive social climate in your classroom and program. Consider involving the children in your classroom in developing rules and expectations. Limit the rules or expectations to a few key ideas that apply broadly. It is easiest to remember a few rules like, “Use walking feet” or “Use kind words.”

Manage space, time, and your energy: As a preschool teacher, you arrange and rearrange the physical space and the schedule of the day to meet children’s needs. An example is moving furniture to eliminate a large open space that children use for running. Another example is providing many activity choices so wait time is minimized or used productively. You should examine your environments (physical space and time) first when a child has a problem in the setting. The way you organize your time or space influences the kinds of decisions children make in your classroom.

Create experiences that engage the whole child: If children are bored, over-stimulated, or disinterested, they are likely to engage in challenging behavior. Busy learners do not have time for challenging behavior! Be an intentional teacher and observe children regularly to ensure they are using materials effectively and appropriately, and that your activities and materials connect to their interests.

Capitalize on your relationships with children: Guidance is based on relationships. It involves finding and recognizing the positive attributes of every child. Strategies for guidance develop as you get to know the children, observe them, and listen to them. Make sure you spend “neutral” quality time with children, just listening, playing, and enjoying time together.

Help children express their feelings: Adults who help children identify and express their feelings, nurture empathy. You might look at a child and say, “I see tears. I’m wondering if you are feeling sad about what just happened between you and Terese. Would you like me to help you talk to Terese about it?” You must also be genuine and model your own feelings. On a different occasion you might say, “I’m feeling a little bit frustrated that I can’t get this computer program to work. I’m going to go find someone who can help us.”

Notice and recognize children’s positive behaviors: An important part of positive guidance is encouragement. You should notice and describe accomplishments or positive behaviors. For example, you might say, “Jonah, I bet you are really proud of yourself for solving that problem.” Or “I noticed that you gave Sonya a turn on the computer. She really appreciated that.” You should stop and notice all the positive behaviors that happen in your daily interactions with children.

Provide short, clear directions to children: Use a neutral tone of voice and make eye contact when giving simple directions to children in your classroom. Check to make sure children understand what you told them. Make it a habit to tell children what to do instead of what not do to.

Provide choices: Whenever possible, offer children choices. This promotes independence and self-regulation. It also minimizes challenging behavior. Any time you have to say “no,” you might offer two acceptable choices to children. For example, you might say, “You have to use walking feet in here. But you can run when we go to the gym or when we go outside later today.”

Redirect children to appropriate behaviors: When a challenging behavior occurs, your job is to help a child get back on track. “No,” “stop,” and “don’t” do little to help a child know what to do. An example of a positive redirection is, “Keep the scissors in the art area” or “Walk in the hall.”

Facilitate social problem-solving: Help children learn what to do when they have a problem. You should help them learn to recognize their problem, come up with solutions, make a decision, and try it out. You will learn more about facilitating this process with children in Lesson Four.

Understanding Culture-Based Behaviors

Children learn behaviors in the context of their relationships with their primary caregivers and within their families and cultures. If you think about how diverse our society is, you can imagine that this diversity is also expressed in the ways children from different backgrounds learn how to express themselves, interact with others, and manage their behaviors and emotions. Consider, for example, eye contact. While in some cultures children are taught to avoid eye contact, other cultures consider eye contact an essential component of social interaction. Another example is that of personal space. You can think of this in the context of your own upbringing. Maybe you grew up in a family where there were a lot of children or other individuals in the home. As a result, you may have developed certain ideas about the significance of personal space and your ability to tolerate being really close to other individuals. Alternatively, maybe you grew up as a single child or with fewer children or individuals in your home. These experiences could have created a different set of views about personal space and being really close to others.

In your daily interactions with children and their families in preschool, it is important that you cultivate the habit of thinking about or addressing children’s behaviors while considering their home and community cultures. To help illustrate this idea, Santos and Cheatham (2014) used the iceberg analogy during the Head Start National Center on Quality Teaching and Learning Front Porch Broadcast Call Series. These researchers suggested that what we can see on top of the iceberg are children’s behaviors and language as expressed in their daily interactions with peers and adults in their classroom and school environment. These may be related to performing tasks independently, making friends, following directions, or being able to control themselves. What we cannot easily see beneath the iceberg, however, is what usually drives or explains some of these behaviors. Norms, perceptions, or traditions drive children’s behaviors, and therefore when children engage in certain behaviors, we should step back and think what may be causing these behaviors instead of rushing to make judgments about children or their families.

There may be skills or behaviors that are valued and reinforced within children’s homes and community cultures that are different from what is valued in your classroom and program. As a preschool teacher, you must be sensitive and respectful of individual differences when engaging with children in your care and their families. In other words, you have to look and think “beyond the surface” when considering children’s behaviors that may be challenging or different from what you would have expected.

• Language and Behavior
• Perceptions
• Assumptions

Guidance and Preschool Children: Challenging Behaviors

Guidance and preschool children: understanding culture-based behaviors.

You should purposefully use specific strategies throughout your day to support young children’s guidance. Consider the following in your daily work with preschoolers:

• Spend time building relationships with the children in your care.
• Be responsive to children’s interaction attempts and build on what children are saying.
• Engage in frequent, developmentally appropriate social interactions with children and adults in your classroom throughout your daily experiences and routines.
• Follow children’s leads, cues, and preferences.
• Include emotion words in conversations with children.
• Make books that discuss feelings and social interactions available daily.
• Ask children meaningful questions about their actions, interests, events, and feelings.
• Encourage children to use their words and to talk to their peers when conflicts arise. Use developmentally appropriate language and provide conversation models and cues for children to follow if they need help to solve a problem.
• Ensure you are sensitive to children’s unique needs, experiences, and backgrounds.
• Reach out to children’s families and be responsive to their needs and preferences.

It is important to take time to learn how to reframe your thoughts about children’s behaviors. Negative thoughts about children’s behaviors can bring everyone down. Using negative explanations for why a child behaves in a certain way that may seem challenging can cloud your thinking about possible positive solutions. Having knowledge and understanding about why a child might choose to behave a certain way allows us to think of positive solutions; it helps us lift our negative mood.   When we reframe our thinking, we can turn a negative into a positive.

Cognitive reframing is a way of viewing and experiencing events, ideas, concepts, and emotions to find more positive alternatives.  Complete the Reframing Activity from the Center on the Social and Emotional Foundations for Early Learning (CSEFEL). Add your own examples to the list. Then, share and discuss your responses with a trainer, coach, or administrator.

Reframing Activity

Use the resources in this section to learn more about supporting young children’s guidance and what you can do to support preschoolers in your care.  Milestones of Social- Emotional Development is a comprehensive chart adapted from U.S. Centers for Disease Control and Prevention (CDC). Use this information to learn about certain behaviors that are typical as children progress through developmental stages, and to plan your work with children in your classroom or program. The second document describes Culturally Sensitive Care and provides suggestions about building relationships with families of children in your care.     

Milestones of Social-Emotional Development

Culturally sensitive care — a way to build relationships with families, demonstrate.

Ages and Stages Questionnaire (ASQ).  https://agesandstages.com/

Berk, L. E. (2012). Child development (9th ed.). Pearson.

Brown, W. H., Odom, S. L., & McConnell, S. R. (Eds.). (2008). Social competence of young children: Risk, disability, & intervention. Brookes.

Centers for Disease Control and Prevention (2021). Developmental milestones. https://www.cdc.gov/ncbddd/actearly/milestones/index.html

Dunlap, G., & Powell, D. (2009). Promoting social behavior of young children in group settings: A summary of research. Roadmap to effective intervention practices #3. University of South Florida, Technical Assistance Center on Social Emotional Intervention for Young Children.

Fields, M. V., Merritt, P. P., Fields, D. M., & Perry, N. (2014). Constructive guidance and discipline: Birth to age eight . Pearson Higher Ed.

Gartrell, D. (2012). Education for a civil society: How guidance teaches young children democratic life skills . National Association for the Education of Young Children.

Hearron, P. F., & Hildebrand, V. (2012). Guiding young children . Pearson Higher Ed.

Kurcinka, M.S. (2015). Raising your spirited child: A guide for parents whose child is more intense, sensitive, persistent, and energetic   (3 rd ed.). William Morrow Paperbacks.

Developmentally Appropriate Practice: A Position Statement of the National Association for the Education of Young Children. National Association for the Education of Young Children.   https://www.naeyc.org/sites/default/files/globally-shared/downloads/PDFs/resources/position-statements/dap-statement_0.pdf

National Association for the Education of Young Children (2012). Teachers' lounge: Determining if behavior is bullying.  Teaching Young Children , 5(5), 34.

Sandall, S., Hemmeter, M., Smith, B., & McLean, M. (Eds.) (2005). DEC recommended practices: A comprehensive guide for practical application. Sopris West Publishing.

Santos R. M., & Cheatham, G. (2014).  F ront porch series: What you see doesn't always show what ’ s beneath: Understanding culture-based behaviors. Head Start Early Childhood Learning & Knowledge Center (ECLKC).

Trawick-Smith, J. W. (2014). Early childhood development: A multicultural perspective (6th ed.). Pearson.

Worksheet Woes: Why Worksheets Don't Work in a Preschool Curriculum

Learn why worksheets don’t work in an early education setting and what you can use instead.

• brightwheel

We all remember getting worksheets when we were in school. These lesson aids were positioned as informative, fun, and necessary for us as students to retain the curriculum. But, in modern pedagogy, instructors are rethinking the utility of worksheets, especially in early childhood education. In fact, worksheets may be developmentally inappropriate and work against children learning their preschool curriculum effectively.

In this article, we’ll discuss why preschool worksheets don’t work 100% of the time, and developmentally appropriate activities preschool teachers can use to set the foundation for their children’s future learning instead.

What are preschool worksheets?

Preschool worksheets are lesson aids meant to help young children dive deeper into their curriculum. There are a variety of worksheet styles teachers use, but the most common are those that allow children to trace or write a letter repeatedly, draw lines from pictures to numbers or letters, or mark letters to differentiate between uppercase and lowercase letters. 

On the surface, preschool worksheets seem to be beneficial for children to learn and grow the foundation of their knowledge, but in reality, many believe that worksheets aren’t developmentally appropriate for preschool-aged children.

Why are worksheets not developmentally appropriate?

From two to seven, children are firmly in the preoperational stage of brain development . One of the major pillars of this developmental stage is that children begin to think symbolically and rely on their intuition, rather than logic, to understand the world around them. They’ll need to fully move into the next developmental stage, concrete operational, to start understanding logical reasoning.

Worksheets require logical reasoning to understand and complete, mainly because they often have a “right” answer. At this stage of brain development, children are much more focused on performing make-believe, working on their language and attention span, and working out how the world around them works. So, giving them a lesson aid that doesn’t play to their strengths can work against their long-term development.

Below are some other reasons why worksheets aren’t developmentally appropriate.

Worksheets do not accommodate all learners

Another thing to consider is that worksheets don’t accommodate all learners. They don’t consider that even though every preschooler is technically in the same development stage, not all of them will be at the same level within it. Children progress at different rates and learn in different ways—which is perfectly normal—but because every child has the same worksheet, these nuances can’t be considered.

Worksheets focus on short-term success

Worksheets aren’t developmentally appropriate because these lesson aids typically focus on short-term success rather than long-term understanding. Worksheets are generally given to help drill down a concept, but what they can fail to do is help children understand the core meaning behind it. For example, a worksheet can help children memorize their ABCs, but without context, they won’t understand that letters are the building blocks of all the words they say and read. Preschool should be about the process, not the product, but worksheets focus on the product.

Worksheets discourage socialization 

Children aren’t able to form rational connections based on logic at this stage, and they aren’t able to work together to help each other complete their tasks. At this age, children are still learning social skills. Worksheets are naturally solitary activities, so children are missing out on vital opportunities to develop further, which could cause them to disengage from learning moving forward.

Worksheets can lessen a child’s confidence in themselves

Because worksheets are designed to have a “right” answer, they also have a wrong answer. Worksheets are abstract, meaning there is a set logic for getting to an answer. At this young age, children use tangible reasoning, as well as trial and error, to help them understand the world around them. So, because they can’t use these methods to complete a worksheet, they can easily get discouraged if they don’t know the answer.

Worksheets can take away from more meaningful learning opportunities

Preschoolers thrive in environments where they can play and engage with their classmates and teachers. Worksheets take away from this environment because they’re naturally solitary activities. So, teachers should use hands-on methods instead of worksheets to teach preschoolers.

So, why use worksheets in the classroom?

At their core, worksheets can help reinforce a concept so children can better understand what they’ve just learned. And while worksheets aren’t developmentally or academically appropriate for preschool classrooms, they can be effective teaching aids for older children in a completely different stage of brain development to learn their curriculum.

In later stages of childhood development, children can apply logical reasoning to get to a specific answer. Worksheets work well here because children in later stages of development can work independently or in groups to figure out the answer. Then, once they’ve completed the worksheet, their work can be assessed and corrected to ensure the concept sticks.

How to teach without worksheets

Moving away from using worksheets in a preschool classroom is easy. You’ll need to build lesson plans that prioritize developmentally appropriate and hands-on activities that engage your class. Here are some alternatives to worksheets.

Developmentally appropriate practice

Developmentally appropriate practice (DAP) considers a child’s individual needs and their social and cultural contexts to create an engaging learning experience. With this method, teachers can learn about each child’s strengths, needs, and interests and leverage their child development knowledge to determine the best ways to teach their children. For example, teachers may personalize lessons and activities and set classroom expectations that reflect diverse values and cultures. Developmentally appropriate practice encourages teachers to create a learning environment where children are emotionally supported and motivated to attempt challenging skills. Through observation , teachers can track their children’s progress toward mastering new skills and encourage them to use their skills to complete new tasks. 

Play-based learning

Another alternative to worksheets is incorporating play-based learning . Play-based learning is an approach that uses play as a context for learning. As children play, they engage their imagination, take risks, and learn problem-solving to support their development. It’s an unstructured, process-oriented system that helps children create context around the concepts they’ve learned while also helping aid their social and cognitive development. So, instead of using worksheets to reinforce concepts and memorize content, activities like pretend cooking, singing and acting, or roleplaying can help children achieve similar results in a more hands-on and developmentally appropriate way.

Inquiry-based learning

Inquiry-based learning is a teaching practice that encourages children to use critical thinking and creative problem-solving skills to solve a problem. Challenging your children to think critically and solve problems based on their own experiences will create a more well-rounded learning experience than worksheets can provide. This is because inquiry-based learning allows children to use their intuition to come up with a solution to a problem. With this type of learning, there’s not necessarily a “right” way to get to an answer; instead, each individual can use their knowledge and experience to devise their own solution.

Download our free daily lesson plan template and customize it to suit your teaching style and children's needs.

The bottom line

There are many reasons why preschool worksheets aren’t the best teaching resource in an early education setting, and teachers should fully understand them before building a curriculum around these resources. Instead of worksheets, teachers should use hands-on, engaging methods that incorporate play, developmentally appropriate activities, and child-led exploration and experimentation. In a classroom without worksheets, preschoolers will be in a learning environment that supports their individual strengths and needs where they can fully thrive.

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How To Teach Preschool Without Worksheets

I realize that some of you may be angered by the implication that worksheets are not good teaching practice or even harmful. My goal is to provide information only, if you choose to read it you can agree or disagree with my views, but at least I have put my message out there.

A new “code name” for worksheets is “morning work.” What a child really needs in the morning is a warm greeting from the teacher and interaction with peers!

My  No More Letter of the Week page that also fits with this theme.

The following is a wonderful article about not using worksheets in the early childhood classroom:

Article: The Worksheet Dilemma by Dr. Sue Grossman

Arguments against using worksheets:

Some of the worksheet quotes below are taken from the article above.

• “While children may have the ability to perform a task, that does not mean that the task is appropriate and should be performed” Dr. Sue Grossman
• Worksheets can be used only one way. Worksheets and coloring books are generally considered convergent materials. They lead children to think that there is only a single correct way to use them, and they require little, if any, higher-order thinking.
• Our goal as professional educators should be lessons that encourage divergent thinking, not convergent thinking.
• Worksheet-based curricula dampen enthusiasm for learning.
• If worksheets have a place in the classroom they would be better found in classrooms of older children who have a background for working with symbols and abstractions (Bredekamp, S., 1987; Rosegrant, T., 1992).
• Worksheets and workbooks should be used in schools only when children are older and developmentally ready to profit from them (Bredekamp, S. & Rosegrant, T., 1992).
• “Teachers who use worksheets believe they are demonstrating children’s learning progress to parents. Unfortunately worksheet activities are not developmentally appropriate and can cause many problems.” Dr. Sue Grossman.
• “Worksheets typically have a ‘right answer.’ a child is expected to circle the rhyming words or match the pictures of things that start with the letter ‘G.’ children may learn quickly that putting down a wrong answer is emotionally costly. Worksheet activities may make them feel ignorant and incompetent, so that they learn to stop taking risks by guessing.” Dr. Sue Grossman
• The mere accomplishment of the worksheet task does not signify the child’s ability to read or comprehend.
• If worksheets are the answer then why haven’t we replaced teachers with copy machines?
• “In any group of young children asked to do a paper-pencil task, some will succeed and some will be less successful. The successful children may truly comprehend the task or may simply have guessed correctly. The less successful ones often learn to think of themselves as failures, and ultimately may give up on school and on themselves These children may react to the stress created by fear of giving the wrong answers by acting out their frustrations and becoming behavior problems, or by withdrawing and becoming reclusive.”

If we cannot demonstrate children’s progress with worksheets, how do we provide evidence of learning? Here are several ways to demonstrate learning that moves beyond using preschool worksheets:

• Work Samples
• Observational Records
• Appropriate Worksheets: For example, children experimenting with objects to discover if they sink or float can record their observations on paper divided into a float column and a sink column. This shows that they are doing actual scientific experimentation and recording the data.
• Parent Newsletters: Teachers can send home parent newsletters which explain the activities children are doing at school and the teacher’s goals and objectives. When parents understand the value of developmentally appropriate activities they will feel confident that their children are learning and growing, not “just playing.”
• Center Labels: Signs in the classroom describing what children learn in the various learning centers help adults understand the value of children’s work in that area.
• Photographs: Photographs of daily activities in the classroom can be displayed around the room and in hallways. They provide graphic evidence to parents, administrators, and other teachers of children working and learning in a rich, exciting atmosphere.

Below are some common misconceptions about the use of worksheets in the classroom.

“If the kids are choosing the worksheets, there is no problem. It can’t be wrong if the kids enjoy it, are learning from it, and doing it through their own motivation.”

FALSE. Children do not always know what is best for them, just because they like something is not an indication that it is good for them. How many times have your students come to school dressed inappropriately for the weather or chosen to eat candy for lunch rather than the sandwich their mother packed for them? Because children do not know what is best for them, that is why we, as educators, must purposefully prepare appropriate materials and activities for our students instead of just copying off another worksheet, that is a cop-out in my opinion. As trained professionals in the field of education it is our duty to teach our students to the best of our ability and keep their best interests in mind while doing so. If we do not do that then we are cheapening the profession and adding to the already tarnished image teachers hold in this country.

If I put out apples and a big bowl of candy for snack the majority of my students would choose the candy, but as a professional educator I would never put out the bowl of candy because I know it’s not good for them. I would have to peel and slice the apples to get the kids to eat them, it would be more work for me, but the apples are better for them than the candy so that is what I would do. The same holds true for worksheets, I know that there are better ways to teach so I don’t offer worksheets to my students so they aren’t faced with making a choice between an appropriate and inappropriate activity.

“It’s all about balance. You can use worksheets if you balance it out with other hands-on types of activities. A little bit of something can’t hurt.”

FALSE. Balance? Balance what? It’s o.k. to have a balance of inappropriate and appropriate activities in your classroom? So some parts of the day the children are receiving appropriate instruction and other parts they are not? That statement just doesn’t make sense. If worksheets are inappropriate then why is a “little bit” of anything inappropriate o.k.?

As for the fine motor part of the statement, there are many more appropriate types of activities children can be doing to develop their fine motor skills than doing a worksheet, again, I find this to be a cop out. It’s easier to copy a worksheet and slap it on the table in front of the student rather than carefully planning out activities that will really engage them and develop their fine motor abilities at the same time. For more handwriting tips click HERE .

“Kids don’t ‘do well’ academically when worksheets aren’t used”

FALSE. When students are struggling academically the first thing that needs to be examined is teaching practice, we cannot blame academic failure on the lack of worksheets. I have seen situations where teachers were relying heavily on worksheets and then they became “forbidden”, the result was an academic drop in the students because the teachers didn’t know how to teach without using worksheets. The first thing that any educational institution should do before “banning” worksheet use is to make sure the teachers know how to teach without them.

“My kids beg for worksheets because they want to be like their older siblings and do “real” homework. There’s nothing wrong with sending a few worksheets home, it’s not like we’re doing them at school”

FALSE. When we send worksheets home for “homework” we are sending the message to parents that worksheets are the way that young children learn best. Most parents are not professional educators, it’s our job to not only do what is best for our students but to also educate their parents about what is best as well, if we don’t then who will?

Many parents don’t know any other way to help their children at home other than worksheets and workbooks. For this reason we hold a “ Homework Night ” early in the school year every year to educate our parents about how they can help their children at home. Our presentation includes information on how worksheets are not appropriate for young children and why. We explain that worksheets teach children that there is only one right answer and they do not allow children to think for themselves. We explain how writing on paper with lines (two solid and a dotted line in the middle) is not appropriate for certain ages and why (visual accuity, fine motor not developed enough, creates frustration and lack of desire to write etc) We also tell parents that there is a difference between their young child and older siblings and how older children are more developmentally ready to profit from using worksheets occasionally. Then, we introduce our homework program and show the parents specific ways they can help their children at home each night.

Practice for Kindergarten

“I need to use worksheets because they need the practice for kindergarten, that’s what they’ll be doing in kindergarten”

FALSE. My job as a professional educator is to help each child be as successful as possible in my classroom. “I will not prepare my students for inappropriate practices by doing inappropriate things in my own class.” – Karen Cox, Prekinders.com If worksheets are what they’re doing in Kindergarten then perhaps the teaching practices in those classrooms need to be examined. This is how the worksheet cycle perpetuates itself, one teacher or grade level relies heavily on worksheets for instruction and then all the other grades/teachers fall in behind them at the copy machine. I challenge teachers everywhere to break the worksheet cycle and actually teach young children instead of occupying them with worksheets. It’s just like peer pressure in high school, don’t let yourself fall victim to it.

Coloring Sheets

“What about coloring sheets? Are they considered worksheets? How else will my students learn to stay in the lines?”

• Coloring sheets are not appropriate for use in preschool.
• Coloring pages and sheets do not support the development of creativity and critical thinking.
• If a child needs to work on their fine motor development, pincer grasp, or pencil control, there are many other ways to do so which are just as effective and more engaging.

More Literacy Ideas from Pre-K Pages

13 thoughts on “How To Teach Preschool Without Worksheets”

Pingback: Are worksheets good or bad? - The Measured Mom

Thanks for this very important information

So much information. I do agree that as a society we are using too many worksheets and not enough active learning experiences. We all have our own learning styles and therefore it makes sense to use multisensory technigues for teaching. Developmentally worksheets are not appropriate for little learners; many of which have not yet established a hand dominance or an efficient grasp. Children learn by doing, by partaking, by being involved.

I’m so pleased to see this article, being a teacher means hard work, dedication and creativity, work sheets are an easy way out for teachers to keep children occupied, missing out a lot of hands on learning opportunities. I personally feel the same way about homework for preschool age children.

Pingback: Are Preschool Printables Really Better Than Worksheets? - Fun-A-Day!

“Worksheets Don’t Grow Dendrites” is a great book that addresses this very issue, Vanessa. I personally don’t take issue with students (late K and older) using some kind of paper to record their work to include in their portfolio, but it is not a worksheet. With all the pressure to create 1st graders out of kindergartners and kindergarteners out of preschoolers, etc., as well as the proliferation of worksheet-style materials for sale online now, it seems that “best practice” and what is developmentally appropriate for kids has gone by the wayside. This is such an important topic–thank you for addressing the falsehoods AND offering solid alternatives!

Vanessa- I have always loved your website and have adopted many of your ideas into my classroom. However, this article is by far the most important. Over the past few years I have transformed my pre-kindergarten curriculum from being heavy worksheet based to provocation based. Instead of making copies, I am now carefully analyzing every material and activity to ensure it lends itself to discovery and scaffold learning. The results prove it has been well worth my time. My students are happier, less stressed, engaged, and learning. I once believed that worksheets were the only way I could control their academic process. Letting go of this control was the hardest thing to do, but children can and do create and construct their own learning when given plenty of time and the right materials. I offer my support of any teacher making this transition. It is not easy, but when you see a child’s face with they have their first “ah-ha” moment-it will inspire you to keep away from the copy machine.

Your comment made my day, Monique! I’m thrilled to hear about your success with moving away from using worksheets in your classroom, kudos!

I’ve been a Homeschool mom of 7 since the early 1990’s. I’m still currently homeschooling 4. I’ve learned that worksheets/workbooks have not been a good experience. I feel that when you hand a child a worksheet, 90% of the work has already been done for them. All the child has to do is fill in a few blanks. My children struggled with retaining the actual intended information. I took a drastic approach and ditched the workbook and worksheets. I bought cheap composition books and had the children actually wrote their own content for lessons. When I tried to teach phonics through workbooks my children took FOREVER to grasp the blends a day rules. One day I decided to pick the “oo” and have my son go through the house to see if he could find things that had the “oo” sound. He brought me a bottle of “shampoo”. After that he was pointing and reading everything going with the “oo” sound. He grasped it within minutes this way rather than weeks of me trying through workbooks to no avail. So I’m just not a fan of workbooks and worksheets. Our homeschool went from stacks of books to a simple composition book and a few pencils. They research everything on their own and read and copy great classic literature. My 9 year old son has beautiful handwriting compared to his 15 year old cousin who still writes in print block letters. Simple and to the point is the best.

Hi Sadie, This is great information for many parents and educators. I haven’t used worksheets in a school setting but I have at home, as the material was sent home by the teacher. Through the years in early childhood, I have seen that hands-on is so much better and effective as you have done. However, it can be hard for some to create material for their child without prior knowledge of how to teach them. I think that many teachers and parents have gone through the worksheets and workbooks methods of teaching before they figured out that it wasn’t effective for their preschoolers.

Pingback: We Need to Stop Doing Worksheets with Kids - Busy Toddler

Hello, I had this discussion today about worksheets in the preschool classroom. I have never used worksheets in the classroom, I have always created my own material to help the children learn. However, I for some reason was going to use a worksheet for the first time as an assessment tool. The teacher in another classroom informed that worksheets were not educational for this age group. I agreed with her and I am continuing with what I have been doing for a while. I am more of a hands-on teacher who creates his own lessons. I am not sure what led me to want to use worksheets in the first place. Thanks for your input about worksheets, it is greatly appreciated.

Worksheets stunt imaginations, let them think for themselves. There will be plenty of time for sucking the life out of children’s imaginations when they get to public school.

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Preschool Homework: A Decision Parents and Teachers Need to Make

• Categories : Parenting preschoolers & toddlers
• Tags : Early education information for teachers, parents & caregivers

What are the benefits of assigning homework to preschoolers?

One of the benefits of having homework for this age group is that it may help reinforce what the child has learned in the classroom. However, homework for children of this age should not be more than ten minutes a day.

Another benefit of preschool homework is that it may create a special bonding routine between the parent and the child, which is very important at this age since they have experienced a major change in their life by starting preschool.

Some children may be mature enough and want to do more schoolwork at school as well as at home.

Age-appropriate preschool homework ideas may include assigning a color of the week or month and having the children bring in pictures or objects of the assigned color. Other preschool homework ideas may involve having the children write their name three times, list items that start with a specific letter (the parents can assist with helping the child write the words), or assign one item per week, such as a letter of the week activity, that is due at the end of the week. Teachers may also leave out some educational age-appropriate worksheets for parents to take for their child, if the child is asking for more work at home.

Many teachers and parents alike believe that homework for this age group is not necessary or beneficial.

A benefit for not having preschool homework is the extra time it gives parents to play and interact with their child. For the preschool age group, playing is how they learn social skills, letters, numbers, and motor skills.

Assigning homework to preschool age children may cause stress to the child, since they may be too young to handle so much schoolwork in a day. This in turn causes stress to the parents, leading to an unhealthy environment.

By the end of the day many children are too tired to go home and do extra schoolwork, making them feel pressured and not liking or wanting to attend school.

Educational Activities

There are many fun and educational activities children can do at home with their parents, such as: singing nursery rhymes, doing art projects, building block activities, reading books, playing house or kitchen, puzzles, finding rocks or shells, and playing at the park. All of these activities are beneficial and educational because they help build fine motor skills, perception of size/weight, vocabulary, math skills, and large motor skills.

There is no right or wrong decision when it comes to having or not having preschool homework. Either decision has wonderful benefits and advantages. Giving a child a comfortable, loving, and safe environment is what is most important to every child’s development.

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DAP with Kindergartners

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Dap with kindergartners, ages 5-6.

Kindergarten is a time of change, challenge, and opportunity. Because of the great individual variation among kindergarteners and the wide age range of kindergarten children teachers must be responsive to developmental, individual, and cultural variations .

Five- and 6-year-olds make great intellectual leaps. They go through a major shift, allowing them to develop more

• personal responsibility,
• self-direction, and
• logical thinking.

This growth affects development across physical, social and emotional, cognitive, and language domains. Kindergarten can shape a child’s overall outlook on and engagement in lifelong learning.

Teaching Kindergartners

Teachers must balance kindergartners’ varying abilities and needs while making sure that the curriculum fits appropriately between preschool and first grade.

Let’s see what DAP in kindergarten looks like:

Mrs. K sits with Keira, going over letter-sound correspondence. Then she goes to the block area to help Shelley. Mrs. K doesn’t make pronouncements; instead, she respectfully waits for the right moment to build on children’s existing conversations. She listens attentively and understands where, when, and how to intervene. She joins in the children’s play, modeling positive behavior. Her contributions are subtle, playful, and full of teaching.

Kindergarten teachers must fully engage in the social world of the classroom and be intentional in their interactions and instruction. With the many differences among—and wide age range of—kindergartners, teachers should be responsive to developmental, individual, and cultural variation. Thoughtful, sensitive teaching promotes a joy of learning and prepares children for further academic challenges.

The classroom example on this page is taken from  K Today: Teaching and Learning in the Kindergarten Year .

DAP Resources

Which DAP Resource Is for Me?

DAP Position Statement

Explaining Developmentally Appropriate Practice to Families

Dap in action.

Mathematical Structure and Error in Kindergarten

Making Peace in Kindergarten: Social and Emotional Growth for All Learners (Voices)

Ontario’s Early Learning–Kindergarten Program: A Transformative Early Childhood Education Initiative

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Miss Kindergarten

Kindergarten Teacher Blog

Tips for Using Homework In Kindergarten

October 15, 2023 misskindergarten Leave a Comment

How do you set up homework in kindergarten that is appropriate, fun, and meaningful? This seems to be the million dollar question among many kindergarten teachers. It is hard to know what is too much or too little all while making sure it’s engaging and developmentally appropriate! Keep reading for some food for thought as you make the homework decision for your own classroom.

Should There Be Homework In Kindergarten?

When you first started out as a new kindergarten teacher , you likely noticed that there are two camps when it comes to homework in kindergarten: Those who like it and those who don’t! However, some districts require either daily or weekly homework, so you might need to regularly send work home no matter what camp you’re in.

I am a true believer in kids learning through play, and sometimes I think giving them the opportunity to play after school is MUCH more important than sitting down to do homework.

However, if you are required to send something home with your kinders or you DO like the idea of homework in kindergarten, let’s look at the positives!

Benefits Of Homework In Kindergarten

I used to dread assigning homework to young students and struggled with how to make it work. I learned over the years that there are some amazing benefits to having homework in kindergarten.

Grow in Responsibility

Sending work home for your students to work on after school can help teach them responsibility.

Homework isn’t all about academics, it’s also about helping students become responsible, lifelong learners. Teaching your students how to “be in charge” of something and take pride in it is an important life skill. They begin to learn that it feels good to do a good job and get work done on time!

I like to talk with my students about what it means to be responsible when doing homework. It means that you:

• Put your name on your paper first
• Complete all of the work on the page
• Keep the paper looking neat
• Check your work
• Turn it into the appropriate place on time

Practice Problem Solving

Homework allows students to practice being problem-solvers at home as they work independently and blast through challenges.

We all know those students that come running to us at the sight or sound of any problem. As teachers, it is our instinct to help them, but allowing them to be challenged is a GOOD THING! Homework in kindergarten encourages your students to problem solve, whether they are at school or at home.

Since this is a skill your students are still developing, it’s helpful to prepare students for being more independent problem-solvers when they are working on their homework at home. This will help keep your students (and their families!) from becoming frustrated with the homework process. One way to do this is to model different problem-solving strategies during your daily routine. Some ideas are:

• Reading or listening to the directions again
• Looking at similar problems
• Using anchor charts or posters around the room
• Using manipulatives
• Drawing a picture

Build Routines

Homework can provide a foundation for structure and routine as they progress through school.

By starting homework early on in their school years, you are helping to set up your students for success in the future. Having homework in kindergarten allows them to start learning and using those problem-solving strategies right away.

It is important to know your students, their abilities, and their families when assigning homework in kindergarten. You don’t want your students and their families to develop negative feelings toward having a routine of skill practice at home. You can avoid this by sending home developmentally appropriate homework that doesn’t place an undue burden on families.

3 “Musts” for Kindergarten Homework

Now that we know the benefits of homework in kindergarten, I am going to share my three musts for making homework actually WORK in kindergarten.

Homework Must Be Easy to Prep

This first must is all about you, teacher friend! No kindergarten teacher has time to prep, print, laminate, and hole punch homework! Just the thought of it makes me cringe. Keep homework prep simple! My Kindergarten Homework Weekly Bundle is designed to be low-prep and easy to manage. In fact, you can print off an entire week of homework on one page, front and back. Check it out  here  to get your homework for the entire year covered.

Homework Must Be Engaging

Homework tends to have a bad reputation for being boring and hard. It doesn’t have to be, though! Homework that is fun for your students will engage them in the learning, thus becoming more purposeful for them and you. It will also make it more likely that they will keep up the routine of grabbing their homework from their backpacks when they get home.

You can make homework more engaging for students by using kid-friendly printables with space to color. Students also love being allowed to use different writing tools on homework. (This is helpful for families who might have pens more readily available than pencils.) You can also incorporate a little bit of seasonal fun to your homework by using themed printables.

Homework Must Be Aligned to Standards

If you give your students random homework assignments, it just feels like busywork. Make sure that it is aligned to the standards and skills you are teaching. My weekly homework covers reading and math standards and follows a common sequence for spiral review. It is also editable to meet students’ needs every year. You’ll be able to ensure that you’re sending home developmentally appropriate homework that students can complete mostly independently.

Printable Kindergarten Homework Bundle

You can check out my year-long homework bundle that includes 32 weeks of weekly homework practice. These printables come in two size options, so you can decide how you’d like to assemble the homework. The activities in this bundle could also be repurposed for other parts of your daily routine.

For example, you could bind the printables into a packet that’s perfect to use for morning work, fast finishers , centers, and more! Click below if you’d like to take a closer look at this resource in my shop.

Kindergarten Weekly Homework

Save these tips for kindergarten homework.

Be sure to save these tips and resources for kindergarten homework! Just add the pin below to your favorite teaching board on Pinterest. You’ll be able to quickly find this post when you’re ready to set up a homework routine in your kindergarten classroom.

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Hello, I’m Hadar

Welcome to Miss Kindergarten. I’m so happy you’re here!

If you are looking for hands-on, engaging kindergarten activities, you came to the right place! I’m here to save you time by sharing tried and true kindergarten resources, and hopefully spark some ideas for your own kindergarten lesson plans!

Whether you need ideas to teach reading, sight words, math, or even some fun crafts, I have you covered. My ultimate goal is to help passionate educators and parents to young kids gain their valuable time back!

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