Suzanne Mather : “Carson City Kindergarten Prep Program: Summer Transition Aid”

When the Carson City School District identified a need to support children who may not have had prior socialization, pre-K, or kindergarten experiences, they took action by creating a summer program aimed at helping young kids transition smoothly into the school environment.

Halfway through the 12-day “Ready to Rock Kindergarten” program, both staff and parents have reported positive outcomes. In an interview with The Nevada Independent on June 12, staff members shared that children enrolled in the program have been engaging in a variety of activities such as parachute games, coloring, and singing.

The “Ready to Rock” initiative is just one of the strategies implemented by education leaders to ensure that students are well-prepared for kindergarten. One significant change has been the requirement for children to be at least 5 years old before enrolling in kindergarten, as opposed to accepting 4-year-olds.

Reflecting on her experience, Suzanne Mather, a parent of a program participant, highlighted the benefits of the program in helping children acclimate to the school environment. She noted the difference between half-day and full-day kindergarten, expressing her satisfaction that her son has the opportunity to adjust to the school setting gradually.

A Positive Start for Young Learners

Merri Pray, the professional learning and family engagement coordinator at the school district, emphasized the importance of easing the transition for both children and parents, especially during the initial weeks of school. She shared that previous instances of the “Ready to Rock” program had shown positive results, with students showing enthusiasm for school rather than apprehension.

Tara Sakelarios, a PE teacher and program lead at Al Seeliger Elementary School, highlighted the social and practical skills that children develop through the program, such as learning to drink from a water fountain or queueing in line. She noted that patience is a key learning curve for students during the program.

With an enrollment of around 150 students this year, the program not only benefits the children but also provides reassurance for parents. Sakelarios mentioned that parents have expressed less anxiety about their children starting kindergarten, as they are already familiar with the school environment.

Despite the transition to different teachers in kindergarten, Pray emphasized the dedication of educators to early education and their commitment to preparing children for a successful kindergarten experience. She highlighted that teachers willingly sacrifice part of their summer to participate in the program.

Pray also mentioned that parents receive resources at the end of the program conference to support their children’s ongoing learning during the summer break, including books and workbooks.

Impact of Age Requirement Changes

Recent legislative changes have raised the age requirement for kindergarten enrollment, with incoming students now needing to be 5 years old by August 1st. This adjustment aims to ensure that children are developmentally ready for kindergarten, reducing the instances of students needing special education or additional support.

Bonnie Madieros, the interventionist at Seeliger, expressed support for the age requirement change, noting the positive impact on children’s social and emotional readiness. She believes that children benefit from entering kindergarten at a slightly older age.

Pray acknowledged that while pre-K is available for children under 5, access to such programs is limited. She highlighted the importance of expanding pre-K services to support a broader range of students.

Participants in the “Ready to Rock” program are optimistic about their children’s readiness for kindergarten in August, with many parents and grandparents praising the program for easing the transition and reducing anxiety.

Elizabeth Sevier, a grandparent of a student, commended the program for preparing children for new experiences and reducing stress and anxiety. She emphasized the positive impact of the program on children’s well-being and readiness for kindergarten.