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Re: two years of Kindergarten?

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Hi Jeni!

You just don not know till you know -some have to learn it the hard

way. (sigh....)

Preschool and/or kindergarten isn't much different in some cases.

Neither is rocket science. Both are to prepare your child for the

love of learning as they say. Point is...is your child up to speed

developmentally? That extra year of therapy/development can make

the difference between a child that soars from day one to a child

that struggles from day one. If your child is not mature enough in

kindergarten -does not stop there. And first grade? Does not stop at

first grade either -just carries on -it can continue up for quite a

few years. But I will let you know if it stops for Dakota by next

year (fifth)

For us -holding a cognitively intact social child back would have

gone over like a big fat lead balloon -right on Dakota's self

esteem. Once a child is friends with a group of kids -and they move

on while your child gets to stay back?! Dakota was a top student

academically but (OK I'll say it) developed nerve tics in first

grade from being yelled at every day by this one teacher -and we

did not know for quite a while because he did not tell us. She is

gone from the school now -and Dakota once out of her class no longer

had tics. But he is still not the most mature in the class. I so

wish we did not start him until 6. And I do not know about you -but

my kids probably learn different but also important things with me -

we have so much to see and do when they are home. I'd say preschool

for another year for almost all (your child however could be the

exception to the rule.)

Let us know how it goes with holding your child back in kindergarten

at the end of next year. And good luck to you! (and if your

decision isn't final...please think hard about it based on what you

wrote)

=====

(trying to write without the " ' " until is fixed) Geng

President CHERAB Foundation

Communication Help, Education, Research, Apraxia Base

http://www.cherab.org

http://www.speech-express.com/boards

cherab

Co Founder Speechville

http://www.speechville.com

772-335-5135

" Help give our cherubs a smile and a voice "

>

> > RE: Re: Kindergarten or not

> I had to make the decision to move my daughter onto Kindergarten.

My

> daughter was ready to move to more cognitive challenges. However I

do not

> feel she is mature enough and her speech is not where it needs to

be to move

> on to first grade. I know the school will probably say she got by

and can

> move on to first grade. I feel like two years of Kindergarten is

more

> appropriate than holding her back to preschool. I also don't want

to see her

> held back in later years because she couldn't handle the pressures

of work

> etc. Has anyone done 2 years of Kindergarten or First Grade? Jeni

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Jeni: We are not at the kindergarten stage yet, however, I know

many parents who kids did repeat kindergarten (ages 5 and 6) instead

of just waiting to start them at age 6. It is a personal decision

for each family.

But, of those parents who did have their kids repeat kindergarten,

none of them have ever regretted that decision. If you truly believe

that your daughter is not ready for first grade and you have the

option of repeating kindergarten, then I would proceed with what your

gut tells you.......you know her the best.

Good luck! I will be there in about 1-2 years, making these tough

decisions also. Please let us know how it worked out for you,

whatever decision you make.

Kim

>

> > RE: Re: Kindergarten or not

> I had to make the decision to move my daughter onto Kindergarten. My

> daughter was ready to move to more cognitive challenges. However I

do not

> feel she is mature enough and her speech is not where it needs to

be to move

> on to first grade. I know the school will probably say she got by

and can

> move on to first grade. I feel like two years of Kindergarten is

more

> appropriate than holding her back to preschool. I also don't want

to see her

> held back in later years because she couldn't handle the pressures

of work

> etc. Has anyone done 2 years of Kindergarten or First Grade? Jeni

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Jeni,

Oh, Have I struggled with this one.

is in Kindergarten this year. I didn't really want to send

him but a 5 day a week preschool around here is $4000. We couldn't

afford it.

I am 90% sure I want him to repeat kindergarten next year. The

school will not support me on this one. I live in the Chicagoland

area and then almost never hold children back. But my sister lives

in the Memphis area and they hold children back all the time even for

social issue. Memphis hasn't seen any children that have been

scarred because they repeated kdn.

is a july baby so he is younger, plus you add in his LD. I

just don't think it makes sense to advance him to 1st grade. The

school district prefers to advance them and give them services as

they fall behind. They used to think that a child would caught up by

3rd grade but that doesn't seem to be the case. And within my own

family I have a nephew that had to repeat 5th grade, now that is when

a child is going to feel the affects and know he didn't advance on

with his friends.

formed friends in Preschool and did just find leaving them

when it came time for kdn. He will find new friends if he repeats

kdn.

I have met parents that regret not holding their children back, but I

have never met any parents that regretted their children repeating

kdn.

's kdn is only 2-1/2 hours and that is all he can handle. I am

not sure if he could do a full day even next year. Especially when

you add in that he will be getting OT and Speech privately, plus

whatever else the behavior center recommends. We are in the process

of getting fully evaluated.

Go with your Gut, it will not let you down.

Good Luck and God Bless,

Heidi-SAHM to 8 (NT), 5 (Apraxic, DSI) 20 months

(VUR, late talker in EI, tort/plagio)

>

> > RE: Re: Kindergarten or not

> I had to make the decision to move my daughter onto Kindergarten. My

> daughter was ready to move to more cognitive challenges. However I

do not

> feel she is mature enough and her speech is not where it needs to

be to move

> on to first grade. I know the school will probably say she got by

and can

> move on to first grade. I feel like two years of Kindergarten is

more

> appropriate than holding her back to preschool. I also don't want

to see her

> held back in later years because she couldn't handle the pressures

of work

> etc. Has anyone done 2 years of Kindergarten or First Grade? Jeni

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Hi Heidi,

You are right -I don't remember anyone I went to preschool. On the other hand

two of my friends from kindergarten (and I wasn't there much since I

was in the hospital so much) are still best friends of mine that

when I see -nothing is changed. I love them -they are my link from

being a little girl -to a teen -to getting married -to being a mom.

We grew up together.

Unlike preschool -which not one of those children ended up in the

same school -all of the kids Dakota and Tanner went to kindergarten

with -as a group went on to first grade together -etc. Perhaps we were

different in that we were very involved with the school -and the

other families -and Dakota and Tanner became really good friends

with some others. Since we've moved -Dakota and some of his friends

from NJ are still " best friends " that now only see each other once

in a while and mostly just talk on the phone -but still close.

From what I read however -once you start a child -holding them back

is not a good thing. Of course those you know may be different than

what research (and I) have found. Some people like I say -need to

learn the hard way. And I can tell you for a fact that whether a

child is able to say it or not -staying back when all your friends

move on is not good. Children who have parents that delay entry

I've just read do better than those who have to stay back and

repeat. Why? Funny I didn't read this till now but look at just these two

possible reasons:

Parents who choose to delay their children's school entry may have a

higher level of awareness and involvement.

The stigmatizing effect of being required to repeat a grade may harm

children's academic progress.

May want to read this and argue with the research -I'm only stating

what I found -and I stick to it. I'll even go as far as saying now

in almost all cases -don't start a child with apraxia, motor

planning delays, DSI, and any other delays in kindergarten at 5 -

start them at 6. (especially without a doubt for those of you with

children like mine with summer birthdays!!!)

" Research Link / When Children Aren't Ready for Kindergarten

H. Holloway

How can schools promote the achievement of children who are old

enough to enroll in kindergarten but who are not developmentally

ready to succeed? Two approaches that parents and schools commonly

use are delaying the child's entry into kindergarten and retaining

the child in kindergarten for an extra year.

Giving children an extra year, whether through delayed entry or

kindergarten retention, makes sense in view of the ample research

suggesting that the youngest children tend to lag behind their

classmates. West, Denton, and Reaney (2000) found that in the spring

of their kindergarten year, younger children had lower reading and

mathematics knowledge and skills on average than did their older

counterparts. These researchers also found that older kindergartners

were more likely to persist at tasks, more eager to learn, and

better able to pay attention.

Delayed Entry Versus Kindergarten Retention

To avoid the disadvantage suffered by younger students, some parents

choose to delay the entry of their children into kindergarten. Zill,

Loomis, and West (1997) found that children whose kindergarten entry

was delayed so that they started kindergarten when they were older

performed better than their younger classmates in grades 1 and 2.

These researchers concluded that the extra year before starting

kindergarten does not harm the children who are held out and may

help most of them.

In contrast, the researchers discovered that children who repeated

kindergarten were doing worse than their younger classmates on most

school performance indicators by 1st or 2nd grade. For instance, two-

thirds of the retained students had received some negative feedback

from teachers compared with less than half of the nonretained

students. The retained students were also much more likely to have

problems concentrating, to perform below their capabilities, and to

act up and disrupt the class. Zill, Loomis, and West concluded that

repeating kindergarten had not helped those children and may have

actually made matters worse.

Reasons for the Differences

What explains the difference between the school performance of

delayed-entry children and those who repeat kindergarten? Both

groups of students are older than most of their classmates, so why

don't the beneficial effects of being older apply to both groups?

Some possible answers are that

The underlying developmental problems of the two groups may differ.

The two groups may have different socioeconomic backgrounds.

Parents who choose to delay their children's school entry may have a

higher level of awareness and involvement.

The stigmatizing effect of being required to repeat a grade may harm

children's academic progress.

(read full article)

http://www.ascd.org/publications/ed_lead/200304/holloway.html

(go with your gut ....after you research all the research)

(and print out the above link to bring to the IEP)

=====

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,

That is a great point. In our case was so ready academically

for kindergarten but socially is immature. I am finding that most of

his classmates are immature as well.

I think that teachers like (Kathy) are open to dealing with all

different levels of kids. Many typical children are not mature

either. I think our kids are probably at a greater advantage when

appropriate services are put into place to help them.

In our case another year of pre-school would not have helped. The

kids ranged from 3-5 yrs old and there were no acadmenics just

readiness skills. I am amazed at how challenged is this year.

He loves school and is absorbing like a little sponge. In fact

services for resource room have already been decreased b/c he is on

1st grade books.

Both his speech and fine motor skills are moving in the right

direction so for us time was on our side.

denise

Mom to

> Hi Jeni!

>

> You just don not know till you know -some have to learn it the hard

> way. (sigh....)

>

> Preschool and/or kindergarten isn't much different in some cases.

> Neither is rocket science. Both are to prepare your child for the

> love of learning as they say. Point is...is your child up to speed

> developmentally?

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Hi ,

I don't know if you remember me asking about if I should hold back

or not. With advise from you, and others from this group and my gut I did

hold him back and it was the best thing I did for him. He is doing so well

in speech and every other areas he needed. He will feel so good about

himself when he enters Kindergarten. If I would of started him this year he

would of struggled and I probably would of have to hold him back.

I am so glad I fought to keep him in one more year of speech. Thanks for

always giving great advise.

Jeanne

[ ] Re: two years of Kindergarten?

> Hi Heidi,

>

> You are right -I don't remember anyone I went to preschool. On the other

hand

> two of my friends from kindergarten (and I wasn't there much since I

> was in the hospital so much) are still best friends of mine that

> when I see -nothing is changed. I love them -they are my link from

> being a little girl -to a teen -to getting married -to being a mom.

> We grew up together.

>

> Unlike preschool -which not one of those children ended up in the

> same school -all of the kids Dakota and Tanner went to kindergarten

> with -as a group went on to first grade together -etc. Perhaps we were

> different in that we were very involved with the school -and the

> other families -and Dakota and Tanner became really good friends

> with some others. Since we've moved -Dakota and some of his friends

> from NJ are still " best friends " that now only see each other once

> in a while and mostly just talk on the phone -but still close.

>

> From what I read however -once you start a child -holding them back

> is not a good thing. Of course those you know may be different than

> what research (and I) have found. Some people like I say -need to

> learn the hard way. And I can tell you for a fact that whether a

> child is able to say it or not -staying back when all your friends

> move on is not good. Children who have parents that delay entry

> I've just read do better than those who have to stay back and

> repeat. Why? Funny I didn't read this till now but look at just these

two

> possible reasons:

>

> Parents who choose to delay their children's school entry may have a

> higher level of awareness and involvement.

>

> The stigmatizing effect of being required to repeat a grade may harm

> children's academic progress.

>

> May want to read this and argue with the research -I'm only stating

> what I found -and I stick to it. I'll even go as far as saying now

> in almost all cases -don't start a child with apraxia, motor

> planning delays, DSI, and any other delays in kindergarten at 5 -

> start them at 6. (especially without a doubt for those of you with

> children like mine with summer birthdays!!!)

>

> " Research Link / When Children Aren't Ready for Kindergarten

>

> H. Holloway

>

> How can schools promote the achievement of children who are old

> enough to enroll in kindergarten but who are not developmentally

> ready to succeed? Two approaches that parents and schools commonly

> use are delaying the child's entry into kindergarten and retaining

> the child in kindergarten for an extra year.

>

> Giving children an extra year, whether through delayed entry or

> kindergarten retention, makes sense in view of the ample research

> suggesting that the youngest children tend to lag behind their

> classmates. West, Denton, and Reaney (2000) found that in the spring

> of their kindergarten year, younger children had lower reading and

> mathematics knowledge and skills on average than did their older

> counterparts. These researchers also found that older kindergartners

> were more likely to persist at tasks, more eager to learn, and

> better able to pay attention.

>

> Delayed Entry Versus Kindergarten Retention

> To avoid the disadvantage suffered by younger students, some parents

> choose to delay the entry of their children into kindergarten. Zill,

> Loomis, and West (1997) found that children whose kindergarten entry

> was delayed so that they started kindergarten when they were older

> performed better than their younger classmates in grades 1 and 2.

> These researchers concluded that the extra year before starting

> kindergarten does not harm the children who are held out and may

> help most of them.

>

> In contrast, the researchers discovered that children who repeated

> kindergarten were doing worse than their younger classmates on most

> school performance indicators by 1st or 2nd grade. For instance, two-

> thirds of the retained students had received some negative feedback

> from teachers compared with less than half of the nonretained

> students. The retained students were also much more likely to have

> problems concentrating, to perform below their capabilities, and to

> act up and disrupt the class. Zill, Loomis, and West concluded that

> repeating kindergarten had not helped those children and may have

> actually made matters worse.

>

> Reasons for the Differences

> What explains the difference between the school performance of

> delayed-entry children and those who repeat kindergarten? Both

> groups of students are older than most of their classmates, so why

> don't the beneficial effects of being older apply to both groups?

> Some possible answers are that

>

> The underlying developmental problems of the two groups may differ.

>

> The two groups may have different socioeconomic backgrounds.

>

> Parents who choose to delay their children's school entry may have a

> higher level of awareness and involvement.

>

> The stigmatizing effect of being required to repeat a grade may harm

> children's academic progress.

>

> (read full article)

> http://www.ascd.org/publications/ed_lead/200304/holloway.html

>

> (go with your gut ....after you research all the research)

> (and print out the above link to bring to the IEP)

>

> =====

>

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hi. I agree with everything lisa has said on this topic but i also

think that if you intend to have your kid repeat, you can do it in

Kindergarten and give them that K year to " catch " up instead of

repeating pre K. you can minimize the downsides of repeating if you

don't send them to the same place.

I would not send my daughter to K next year and have her repeat in

the same public school. But, we may send her to a montessori school

for a year or two (see how it goes) where her actual grade level is

less apparent since classes are mixed ages. That way if we want to

send her to public school, we stay one year and then go to K at the

public school.

We also have transitional type " PreK's " around here which are more

than PreK, but not quite K - they are all children who are K

eligible but don't go for whatever reason.

If I didn't have these options I would definately keep my daughter

in Pre K one more year. BUt if I can figure a way to send her to K

without having to have her then move on - and also avoid all the

downsides associated with that, then I would rather have her have

the time in K to catch up than PreK.

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What a wonderful compromise idea -Montessori kindergarten before

public school kindergarten! That could work really well! I did

suggest a Montessori preschool (Montessori would be one type of

multisensory program) And have that archive post below from early

December this year -and never thought of this option!

Only thing to keep in mind is at five -some children are just too

wiped out from therapy and working on issues to also spend a full

day. (and kids with low tone like Tanner do tire faster when

younger) As they get older they can take longer days without naps -

and meltdowns.

On this point -you each know your child. With all we've shared

here -we all have learned a new way to look at this. The awareness

on this issue for our group is raised. (2 thousand down -100000

billion to go)

Archive:

" I appreciate that in kindergarten your son will be exposed to learn

more...but there are other ways to expose a child to learn more

without kindergarten. Besides, unlike preschool -kindergarten

starts the school clock that ticks for 13 years. Right after

kindergarten comes first grade, which is much tougher than

kindergarten -but not as tough as second -which comes right after

first...and so on. So make sure your child is ready for

kindergarten, " ...and beyond " (in the famous words of Buzz Lightyear)

If your son is having trouble comprehending -to me that is a red

light that he's 'not' ready for kindergarten yet -which is not a big

deal and not a sign he won't be ready in another few months. Some

children need a bit more time and it means nothing in regards to

intelligence in the long run. Believe it or not there are many in

this group that are grandparents that made it through life just fine

even without any preschool at all. I for one spent most of my

childhood up till around 6 in and out of hospitals -and later in

life I never had to study to get an A -even in college. (but did

have to take a test to pass from kindergarten to first because I

missed so much school being in the hospital...I passed the test)

Children do not need to learn math, science, reading and other heavy

academic subjects very young to succeed later on. In fact as I've

posted more than once now -too young is detrimental. Of course if

the child is ready -that's fine -but again -a child that is not

comprehending does not sound like one that is.

Once your child is ready -which could be in the next few months as

and other say, he'll not only learn faster -but you won't have

to worry about his self esteem -which there is no way you won't have

to worry about it now. Children understand when they don't " get

it " -and a four year old, or five year old has the rest of his life

for the serious stuff.

Actually writing all of this gives me an idea for you...since I am

not sure 'who' is the one that wants your child that doesn't yet

comprehend in an environment he can learn more -like kindergarten.

....what about a Montessori preschool? There is so much on the

success of this type of program for all kinds of children,

especially in regards to children who are gifted or who have special

needs. Nobody can fail at a Montessori school.

And you said he needs " hands on " ...!

Here is just some info on Montessori:

Montessori: The Woman, the Educator

Montessori was, in many ways, ahead of her time. Born in the

town of Chiaravalle, Italy in l870, she became the first female

physician in Italy in l896. Her clinical observations led her to

analyze how children learn, how they build themselves from what they

find in their immediate environment.

In l906, she agreed to work with 60 children of working parents in

the San Lorenzo district of Rome and founded the Casa dei Bambini

(Children's House). The Montessori method of education developed

there based on Montessori's scientific observations of these

children's almost effortless ability to absorb knowledge from their

surroundings, as well as their tireless interest in manipulating

materials. Every piece of equipment, every exercise, and every

method Montessori developed was based her observations of what

children do " naturally " , by themselves, unassisted by adults.

Children Teach Themselves. This simple but profound truth inspired

Montessori's life long pursuit of educational reforms, methodology,

psychology, teaching and teacher training—all based on dedication to

furthering the self-creating process of the child.

Today there are 5,000 private and 200 public Montessori schools in

the United States. Montessori schools also have grown around the

world.

The Critical Preschool Years

Montessori's discoveries are widely accepted in early childhood

education: Children under six have extraordinary powers of mind.

They have a universal, once-in-a-lifetime ability to absorb

knowledge from their surroundings just by living. They take in

their environment—the physical space, the language and movement of

adults and children—with what Montessori called " the absorbent mind "

which is at peak receptivity during preschool years.

In order to be calm and happy, children under six need to explore

and discover. They see the world through " new " eyes and are

therefore curious about everything. Since they learn by touching

and manipulating objectives, they want to touch everything! They

are keenly attuned to anything that stimulates their senses: shapes,

sounds, smells, textures and tastes. They also respond to order

because of their innate need to know where things belong and how

pieces fit together. They want to master the movements of their own

bodies by learning to balance, run, skip and jump. And they are

fascinated by the customs and traditions of people in their lives.

Because of the absorbent mind, preschool-aged children do not need

direct teaching in order to learn. The Montessori preschool

classroom therefore allows them to move, touch, manipulate and

explore. It gives them the freedom to choose their own work without

unnecessary interference from an adult. In this environment, they

learn to work independently, based on their own initiatives, which

builds concentration and self-discipline.

Before Montessori's discoveries, conventional wisdom held that

academic subjects-geometry, grammar, geography, botany, zoology,

etc., were limited to older children. But Montessori education

reveals the extraordinarily high level of learning—both conscious

and unconscious—that can come with ease to children under six.

While enhancing young children's knowledge in the present,

Montessori also establishes the foundations for true comprehension

on a more abstract level later in life.

The Montessori Preschool Classroom: A Child-Centered Community

The Montessori preschool classroom is made up of children of mixed

ages. Three, four and five year olds all share the same classroom

and each child usually as the same teacher for three years. The

mixed-age grouping of children corresponds to Montessori's

theory of a three-year cycle in child development.

In the multi-age setting, the children learn FROM each other and

they learn BECAUSE of each other. Younger children get a chance to

look ahead and see what is coming next by watching the older

children. Older children have the opportunity to reinforce their

knowledge by sharing it with younger children. Because of their

constant interaction, the children learn to take responsibility for

themselves and for each other. They also learn to get along with

children of different ages and abilities, to respect each other's

work and workspace, and to treat each other with courtesy. They

learn to excuse themselves, to greet each other and to phrase

requests politely. They also take an active role in maintaining

their classrooms by, among other things, putting materials away in

their proper place, ready for the next child to use. In short, the

classroom becomes a thriving community where children are treated

with respect and dignity and want to treat others with the same

respect and dignity.

....

Creativity flourishes in an atmosphere of acceptance and trust.

Montessori recognizes that each child, from toddler to teenager,

learns and expresses himself in a very individual way.

Music, art, storytelling, movement and drama are part of every

American Montessori program. But there are other things particular

to the Montessori environment, which encourage creative development,

including a wide range of materials, which stimulate interest and

involvement; an emphasis on the sensory aspects of experience; and

the opportunity for both verbal and nonverbal modes of learning.

http://www.montessori-belmontgreene.com/whatispre.htm

http://www.montessori-belmontgreene.com/faq.htm

=====

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I know a lot of people that have put their kids in kindegarten and

repeated at a different school. They think their kids aren't ready,

so they plan on them repeating. I know some kids have surprised

their parents and done really well in kindegarten and just gone on

to first grade. However, many have just repeated the kindegarten at

different schools.

Our junior kindegarten program is like your transitional

kindegarten. That's what we did with . She didn't like it

because she was not in the same class as . Also, her class was

mainly boys. There was only 1 other girl and 10 boys.

really hated going when that girl was not there.

Suzi

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I aslo Repeated Kindegaten, Do to Speech. The Teacher feat like I

wasn't Ready for !st grade, Becuse I wasn't Taling at a 1st grade

leave. What I realy neede Was a litte one and one to Boot Socail

Skill and Not to Reapeated K. I never lick it to much, But had no say

in it.

Apraxia of Speech

http://www.msnusers.com/ApraxiaofSpeech

http://apraxiaofspeech.info

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Thank you, . It is very helpful to hear from first-hand

experience. Even parents cannot give that accurate a description of

what their kids need and what they feel as someone who has actually

been there, like you.

Peace,

Kathy E.

On Dec 18, 2003, at 12:50 AM, saarijason@... wrote:

> I aslo Repeated Kindegaten, Do to Speech. The Teacher feat like I

> wasn't Ready for !st grade, Becuse I wasn't Taling at a 1st grade

> leave. What I realy neede Was a litte one and one to Boot Socail

> Skill and Not to Reapeated K. I never lick it to much, But had no say

> in it.

>

>

>

>

> Apraxia of Speech

> http://www.msnusers.com/ApraxiaofSpeech

> http://apraxiaofspeech.info

>

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-thank you so much for sharing. I for one will be one of many

to wait on line to buy and read your book when it's published. I do

hope you wait to include all the new therapies that you are being

helped with now! I know the PhD's that are helping you through

CHERAB could probably write the forward for the book too!

http://www.cherab.org/news/.html

Even though I never had a speech problem -as I posted here in the

past I missed so much kindergarten being in the hospital due to celiac disease

that they wanted me to repeat

it. As I also posted here

1. I still am best friends with two people from my kindergarten

class.

2. I remember not wanting to repeat kindergarten -and wanting to go

on with my friends.

This is why I was given that test to see if I could pass -because if

I didn't I would have had to stay back. And as I posted -I passed

the test to go onto first -and was always an A student.

Much of what comes up here -I not only relate to as a mom -but since

I have a strange brain that remembers back to before I was a year

old -I have a way of knowing how kids feel -which came in handy in

toy invention -and now.

-just curious -what age did you start kindergarten?

=====

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---Jeni:

How late is your child's birthday? My daughter would have been the

youngest child in her class if I had started her at age 5... I

wanted her to have a chance to be a leader and the top of her class

rather than a follower who always had to struggle. Her prek teacher

suggested I wait to start her until age 6. I struggled with the

decision, asking everyone their opinion. The bottom line is how

mature is your child. I have seen young 5 year olds that excel in

Kindergarten because they are mature. My daughter is very smart.

She was just not mature enough to sit all day and didn't have the

interest yet. I decided to wait until she turned 6 before I started

her. I considered having her repeat Kindergarten, but I knew with my

daughter she would see her friends going forward to 1st grade and

would be upset. It was easier waiting to start....she never knew the

difference. I was afraid it could cause problems with her self

esteem because she was having to repeat....I have heard opinions on

both sides of this issue, but most educators including our school

principal suggested that waiting is the better choice rather than

holding back.

We decided to wait and I'm grateful I made this decision. Her extra

year of prek was great. She seemed to enjoy it more than the

previous year and she seemed to fit in with those children better.

She started Kindergarten in Aug. this year. He has done

wonderfully...She pays great attention, is the leader in her class

and was even voted student of the month for November. The younger 5

y/o children in the class don't seem to be having as easy of a

time...Well I hope this helps

Marcie

> --- In , Jeni <thejenz@c...>

wrote: Re: Kindergarten or not

> > I had to make the decision to move my daughter onto Kindergarten.

My

> > daughter was ready to move to more cognitive challenges. However

I

> do not

> > feel she is mature enough and her speech is not where it needs to

> be to move

> > on to first grade. I know the school will probably say she got by

> and can

> > move on to first grade. I feel like two years of Kindergarten is

> more

> > appropriate than holding her back to preschool. I also don't want

> to see her

> > held back in later years because she couldn't handle the

pressures

> of work

> > etc. Has anyone done 2 years of Kindergarten or First Grade? Jeni

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