Another Year; Redundancy or Growth and Discovery?

by, Amy LemieuxParents sometimes wonder if more than one year of preschool is beneficial or redundant. While every program and curriculum is different, it is not possible for a young child to “repeat” a year because that child is not the same from year to year, nor is the curriculum. The oldest children in a classroom become the models and inspiration for their younger peers. One of our heroes of child development, Lev Vygotsky (1896-1934) was a pioneer in child development because of his emphasis on the fundamental importance of social interaction and the community in a child’s cognitive development.  He believed that a child’s mental growth was largely a product of what he called “scaffolding,” or learning from a slightly more advanced peer. In our case, the very nature of our school necessitates change and novelty; a focus on nature means significant changes from season to season and year to year, multi-age grouping means the leadership and play styles change from year to year, and the children’s interests change from year to year.    At All Seasons, the larger environment of the materials and opportunities for discovery remain relatively constant. But consider the child’s experience within that basic framework and how it varies significantly from one year to the next:Children who avoided the art area are now eager to paint, draw and construct.The child who insisted on repeatedly drawing the same black, swirly lines develops the fine motor control and cognitive development to follow complex directions for specific studio assignments.Children who used the blocks for lining up or filling a purse now create complex block structures.The child who was content to observe or take a minor role in the play scenario now leads the play, creating complicated dramas and finding roles for all who want to join.Children who struggled to keep up on hikes are now motivated to hike to favorite spots, making discoveries and theorizing about changes in the season.The child who regularly needed comfort is now offering that support to others.Children who struggled to sit still and attend to a short story are now the ones contributing to the group discussion with insightful comments and an expanded vocabulary.The child who only used pretend writing is now printing both first and last names correctly.Children whose journal stories were basically lists:  “There was a mommy, then there was a baby, then there was a kitty…” now tell complex narratives with a beginning, middle, and end, and plenty of verbs.The child who avoided shaking hands or making eye contact with the seniors now knows the names of the grandmas and grandpas.Children who dissolved into tears over a small frustration now have the self-regulation and problem-solving skills to navigate and articulate strong emotions.