![]() ![]() These negative consequences affected educators, students, and almost every aspect of the classroom, which is contrary to the perceived intent of the legislation. When is the cut-off date in the school district Have team members considered their own biases that influence their beliefs on school readiness 2022 2 What are Colorado’s Kindergarten Entry Requirements Kindergarten programs must serve any age-eligible child who enrolls in school.5 Age requirements for kindergarten entry are determined locally. We are starting the K admissions process but considering redshirting him, and I keep deliberating. He will is going into pre-k this fall when he turns 4. Unless the child is learning disabled in some way, the. 20:19 Subject: Tell me about redshirting your late summer/fall birthday son before Kindergarten Anonymous My son has a mid/late September birthday. Overall, the most substantial finding from this study was that the collateral damage, or unintended negative consequences, occurred because of educational reform. Redshirting must be a regional thing, because parents here want their children to start school at 4/5. These themes, in alignment with the research questions, described the experiences of kindergarten teachers during an era of sweeping educational reform. Five major themes were revealed: pre-shift environment and pedagogy, post-shift environment and pedagogy, academic standards, accountability, and collateral damage. ![]() Data was collected via individual interviews, focus groups, and letter writing by participants and analyzed using the methods described by Moustakas. Between 2012-2018, the redshirting rate in Tennessee was about 5 percent of kindergarten students (or approximately 23,000 students). Kindergarten teachers in the southeastern United States were selected as participants to gather their lived experiences with the phenomenon of teaching kindergarten during a shift from a social-emotional and play-based model to a standards-based, academically focused model. Redshirting occurs most frequently among male students from families who are not economically disadvantaged and students born in summer months (i.e., close to traditional kindergarten cutoff dates). Vygotsky’s sociocultural theory stated that children learn through play and the social interactions that occur when they play. Piaget’s theory of cognitive development sought to explain how a child constructs a mental model of the world and postulated that there are four distinct stages of human development from birth to adulthood. This study was guided by two theories as each contributes to an explanation as to how educational reform has strayed far from the central purpose for kindergartens. The purpose of this transcendental phenomenological study was to understand the lived experiences and perceptions of kindergarten teachers who taught through an era of federally mandated, standards-based educational reforms. ![]()
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