Kindergarten Readiness Quotes

I’m not concerned about your comfort zone or readiness for change. I’m concerned about the kids who just entered Kindergarten.

Well, my dear sisters, the gospel is the good news that can free us from guilt. We know that Jesus experienced the totality of mortal existence in Gethsemane. It's our faith that he experienced everything- absolutely everything. Sometimes we don't think through the implications of that belief. We talk in great generalities about the sins of all humankind, about the suffering of the entire human family. But we don't experience pain in generalities. We experience it individually. That means he knows what it felt like when your mother died of cancer- how it was for your mother, how it still is for you. He knows what it felt like to lose the student body election. He knows that moment when the brakes locked and the car started to skid. He experienced the slave ship sailing from Ghana toward Virginia. He experienced the gas chambers at Dachau. He experienced Napalm in Vietnam. He knows about drug addiction and alcoholism. Let me go further. There is nothing you have experienced as a woman that he does not also know and recognize. On a profound level, he understands the hunger to hold your baby that sustains you through pregnancy. He understands both the physical pain of giving birth and the immense joy. He knows about PMS and cramps and menopause. He understands about rape and infertility and abortion. His last recorded words to his disciples were, "And, lo, I am with you always, even unto the end of the world." (Matthew 28:20) He understands your mother-pain when your five-year-old leaves for kindergarten, when a bully picks on your fifth-grader, when your daughter calls to say that the new baby has Down syndrome. He knows your mother-rage when a trusted babysitter sexually abuses your two-year-old, when someone gives your thirteen-year-old drugs, when someone seduces your seventeen-year-old. He knows the pain you live with when you come home to a quiet apartment where the only children are visitors, when you hear that your former husband and his new wife were sealed in the temple last week, when your fiftieth wedding anniversary rolls around and your husband has been dead for two years. He knows all that. He's been there. He's been lower than all that. He's not waiting for us to be perfect. Perfect people don't need a Savior. He came to save his people in their imperfections. He is the Lord of the living, and the living make mistakes. He's not embarrassed by us, angry at us, or shocked. He wants us in our brokenness, in our unhappiness, in our guilt and our grief. You know that people who live above a certain latitude and experience very long winter nights can become depressed and even suicidal, because something in our bodies requires whole spectrum light for a certain number of hours a day. Our spiritual requirement for light is just as desperate and as deep as our physical need for light. Jesus is the light of the world. We know that this world is a dark place sometimes, but we need not walk in darkness. The people who sit in darkness have seen a great light, and the people who walk in darkness can have a bright companion. We need him, and He is ready to come to us, if we'll open the door and let him.

Alan Watts explained with characteristic vigor: Take education. What a hoax. As a child, you are sent to nursery school. In nursery school, they say you are getting ready to go on to kindergarten. And then first grade is coming up and second grade and third grade … In high school, they tell you you’re getting ready for college. And in college you’re getting ready to go out into the business world … [People are] like donkeys running after carrots that are hanging in front of their faces from sticks attached to their own collars. They are never here. They never get there. They are never alive.

A child's readiness for school depends on the most basic of all knowledge, how to learn. The report lists the seven key ingredients of this crucial capacity—all related to emotional intelligence:6 1. Confidence. A sense of control and mastery of one's body, behavior, and world; the child's sense that he is more likely than not to succeed at what he undertakes, and that adults will be helpful. 2. Curiosity. The sense that finding out about things is positive and leads to pleasure. 3. Intentionality. The wish and capacity to have an impact, and to act upon that with persistence. This is related to a sense of competence, of being effective. 4. Self-control. The ability to modulate and control one's own actions in age-appropriate ways; a sense of inner control. 5. Relatedness. The ability to engage with others based on the sense of being understood by and understanding others. 6. Capacity to communicate. The wish and ability to verbally exchange ideas, feelings, and concepts with others. This is related to a sense of trust in others and of pleasure in engaging with others, including adults. 7. Cooperativeness. The ability to balance one's own needs with those of others in group activity. Whether or not a child arrives at school on the first day of kindergarten with these capabilities depends greatly on how much her parents—and preschool teachers—have given her the kind of care that amounts to a "Heart Start," the emotional equivalent of the Head Start programs.

The capacities that develop in the earliest years may be harder to measure on tests of kindergarten readiness than abilities like number and letter recognition, but they are precisely the skills, closely related to executive functions, that researchers have recently determined to be so valuable in kindergarten and beyond: the ability to focus on a single activity for an extended period, the ability to understand and follow directions, the ability to cope with disappointment and frustration, the ability to interact capably with other students.

The notion of children being "kindergarten ready" is a bizarre oxymoron. It's like saying you have to know how to play the piano before you can learn how to play the piano.

The first stage of elementary reading—reading readiness—corresponds to pre-school and kindergarten experiences.

The conversations in poor families tended to be more perfunctory—“don’t do that, come here, put on your coat”—while in middle-class families they were richer, more discursive, and exploratory, employing a dramatically larger number of words. The result: The poor children in the study, published in 1995, had little more than a quarter of the vocabulary of the middle-class kids by the time they got to public school, and they arrived at kindergarten far behind and far less ready to learn.

Patriotism comes from the same Latin word as father. Blind patriotism is collective transference. In it the state becomes a parent and we citizens submit our loyalty to ensure its protection. We may have been encouraged to make that bargain from our public school education, our family home, religion, or culture in general. We associate safety with obedience to authority, for example, going along with government policies. We then make duty, as it is defined by the nation, our unquestioned course. Our motivation is usually not love of country but fear of being without a country that will defend us and our property. Connection is all-important to us; excommunication is the equivalent of death, the finality we can’t dispute. Healthy adult loyalty is a virtue that does not become blind obedience for fear of losing connection, nor total devotion so that we lose our boundaries. Our civil obedience can be so firm that it may take precedence over our concern for those we love, even our children. Here is an example: A young mother is told by the doctor that her toddler is allergic to peanuts and peanut oil. She lets the school know of her son’s allergy when he goes to kindergarten. Throughout his childhood, she is vigilant and makes sure he is safe from peanuts in any form. Eighteen years later, there is a war and he is drafted. The same mother, who was so scrupulously careful about her child’s safety, now waves goodbye to him with a tear but without protest. Mother’s own training in public school and throughout her life has made her believe that her son’s life is expendable whether or not the war in question is just. “Patriotism” is so deeply ingrained in her that she does not even imagine an alternative, even when her son’s life is at stake. It is of course also true that, biologically, parents are ready to let children go just as the state is ready to draft them. What a cunning synchronic-ity. In addition, old men who decide on war take advantage of the timing too. The warrior archetype is lively in eighteen-year-olds, who are willing to fight. Those in their mid-thirties, whose archetype is being a householder and making a mark in their chosen field, will not show an interest in battlefields of blood. The chiefs count on the fact that young braves will take the warrior myth literally rather than as a metaphor for interior battles. They will be willing to put their lives on the line to live out the collective myth of societies that have not found the path of nonviolence. Our collective nature thus seems geared to making war a workable enterprise. In some people, peacemaking is the archetype most in evidence. Nature seems to have made that population smaller, unfortunately. Our culture has trained us to endure and tolerate, not to protest and rebel. Every cell of our bodies learned that lesson. It may not be virtue; it may be fear. We may believe that showing anger is dangerous, because it opposes the authority we are obliged to appease and placate if we are to survive. This explains why we so admire someone who dares to say no and to stand up or even to die for what he believes. That person did not fall prey to the collective seduction. Watching Jeopardy on television, I notice that the audience applauds with special force when a contestant risks everything on a double-jeopardy question. The healthy part of us ardently admires daring. In our positive shadow, our admiration reflects our own disavowed or hidden potential. We, too, have it in us to dare. We can stand up for our truth, putting every comfort on the line, if only we can calm our long-scared ego and open to the part of us that wants to live free. Joseph Campbell says encouragingly, “The part of us that wants to become is fearless.” Religion and Transference Transference is not simply horizontal, from person to person, but vertical from person to a higher power, usually personified as God. When

IF YOUR CHILD IS READY FOR FIRST GRADE: 1979 EDITION 1. Will your child be six years, six months or older when he begins first grade and starts receiving reading instruction? 2. Does your child have two to five permanent or second teeth? 3. Can your child tell, in such a way that his speech is understood by a school crossing guard or policeman, where he lives? 4. Can he draw and color and stay within the lines of the design being colored? 5. Can he stand on one foot with eyes closed for five to ten seconds? 6. Can he ride a small two-wheeled bicycle without helper wheels? 7. Can he tell left hand from right? 8. Can he travel alone in the neighborhood (four to eight blocks) to store, school, playground, or to a friend's home? 9. Can he be away from you all day without being upset? 10. Can he repeat an eight- to ten-word sentence, if you say it once, as "The boy ran all the way home from the store"? 11. Can he count eight to ten pennies correctly? 12. Does your child try to write or copy letters or numbers?

We need to reframe our way of thinking. We shouldn't be asking will Johnny be ready for Kindergarten? Instead we should be asking ourselves if we are ready for him.

We need to reframe our way of thinking. We shouldn't be thinking will Johnny be ready for Kindergarten. Instead we should be asking will his new school be ready for him?

Once the writers of the Common Core arrived at what standards they concluded were needed to graduate from high school – and to be “college and career ready” – they simply kept stepping-down while walking backwards – all the way downward to the kindergarten level.

They had been friends since kindergarten, started dating in ninth grade, and got married after high school. My grandfather will tell you that there was no way to convince either one of them to wait just a little bit longer. They knew. Some people are lucky like that. They meet their best friend, the love of their life, and are wise enough to never let go. Unfortunately, my parents’ love story got cut far too short. Just before she died, Mom told me she was ready. She said she was tired of fighting and tired of missing Dad. She thought of death as a new beginning—said she was going to go spend the rest of her next life with Dad, and I’d like to think that’s exactly what they’re doing now. Best friends together again.

Wouldn’t it be better if we could fix the potholes in the roads and the bridges that are crumbling? Or, wouldn’t we all be better off if everybody with diseases and illnesses could be treated so that diseases and illnesses wouldn’t spread? Or, wouldn’t it be better if all kids were ready for school when they went to kindergarten?

The wedding I was very calm the next morning when we were getting up at Clarence House. Must have been awake about 5am. Interesting--they put me in a bedroom overlooking the Mall which meant I didn’t get any sleep. I was very, very calm, deathly calm. I felt I was a lamb to the slaughter. I knew it and couldn’t do anything about it. My last night of freedom with Jane at Clarence House. Father was so thrilled he waved himself stupid. We went past St Martin-in-the-Fields and he thought we were at St Paul’s. He was ready to get out. It was wonderful, that. As I walked up the aisle I was looking for her [Camilla]. I knew she was in there, of course. I looked for her. Anyway I got up to the top. I thought the whole thing was hysterical, getting married, in the sense that it was just like it was so grown up and here was Diana--a kindergarten teacher. The whole thing was ridiculous! I cried a lot on the Monday when we had done the rehearsal because the tension had suddenly hit me. But by Wednesday I was fine and I had to get my father basically up the aisle and that’s what I concentrated on and I remember being terribly worried about curtseying to the Queen. I remember being so in love with my husband that I couldn’t take my eyes off him. I just absolutely thought I was the luckiest girl in the world. He was going to look after me. Well, was I wrong on that assumption.

Take education. What a hoax. As a child, you are sent to nursery school. In nursery school, they say you are getting ready to go on to kindergarten. And then first grade is coming up and second grade and third grade … In high school, they tell you you’re getting ready for college. And in college you’re getting ready to go out into the business world … [People are] like donkeys running after carrots that are hanging in front of their faces from sticks attached to their own collars. They are never here. They never get there. They are never alive.

What to Do Tonight Teach your kids that they are responsible for their own education. Kids should feel in charge, not that school is being done “to them.” Note this is very different from blaming kids who are struggling. If your child is not learning from his teacher, acknowledge this without blaming the teacher. “Mr. Cooper is doing the best he can. He just doesn’t know how to teach you the way you learn.” Encourage your child to think of what will motivate him to master the material being taught in the class anyway. Remind your child of the big picture, that grades matter less than the ways he or she develops as a student and person. Resist the pressure to push your child if he’s not ready, be it reading in kindergarten, algebra in eighth grade, or AP classes in high school. Create an advocacy group made of up teachers, parents, and kids to talk about what you can all do to make school a less stressful experience. Consider advocating for brain-friendly experiences in school such as exercise, the arts, and meditation.

To counter the effects of too-early learning, here are some things you can do: Where possible, choose schools that are developmentally sensitive in their curriculum and appropriate for your child. Some kids will do really well as big fish in small ponds. It gives them the confidence to tackle the currents without being afraid of being swept away. They get to grow strong and feel strong. So what if there are bigger fish in bigger ponds? Help your children find the right curricular environments for them. Relax and take a long view, even if no one else around you is. Most kids who learn to read at five aren’t better readers at nine than those who learn to read at six or seven. Bill remembers vividly the mild panicky feeling he and Starr had when their daughter was five years old and some of her friends were starting to read. Even though they knew that kids learn to read much easier at age seven than at age five, and that pushing academics too early was harmful and produced no lasting benefit, Bill and Starr wondered if they were jeopardizing their child’s future by letting her fall behind her peers. They briefly considered pulling her out of her nonacademic kindergarten. But they stuck to their guns and left her in a school that did not push and did not give her any homework until the fourth grade. Despite an unrushed start, she received her PhD in economics from the University of Chicago at the age of twenty-six and is a successful economist. Bill loves telling that story, not to brag (okay, just a little), but to emphasize that it is difficult to buck the tide even when you know the current is carrying you the wrong way. Remember that any gains from rushing development will wash out. Parents often tell Bill that their third grader is doing fourth- or fifth-grade math—but he never hears twenty-six-year-olds brag that they’re more successful than most twenty-eight-year-olds. Don’t go overboard on AP classes. You are doing your child no favors if you let her take more APs at the cost of her mental health and sleep. There’s a reason why kids get more out of Moby-Dick in college than in high school. When we consider the enormous differences in the maturation of their prefrontal cortex—and the associated development in their capacity for abstraction and emotional maturity—it should come as no surprise that the majority of students will understand and appreciate novels written for adults better when they’re older. The same is true for complex scientific theories and data, quantitative concepts, and historical themes, which are easier for most kids to grasp when they are college aged. This isn’t to say that some students aren’t ready for college-level courses when they’re fifteen. The problem is that when this becomes the default for most students (I’ll never get into college if I don’t have five AP classes) it’s destructive.

His words caused a rush of heat in her already damp passage. Yeah, she was ready, but it was too fast. They had all night, and she wanted to take advantage. “Too soon,” she whispered, and moved her lower body out of his reach. “Jill,” he warned. “I’m close. You want me in you, then don’t make me come.” She didn’t answer, and instead lowered her mouth to swallow as much of his penis as she could fit. “Urgh,” Rowan made an incomprehensible noise, and she suddenly found herself on her back with him looming over her. “It’s my turn to dare you. Ready?” He held her down, with his knees on her thighs and his one arm pressed against her shoulder. She could try to overpower him, but it wouldn’t work. He was stronger. And that’s when it hit her how far she’d come under Rowan’s love and care. She’d never dreamed a man could hold her down, and not only wouldn’t it scare her; it aroused her. Because she liked feeling him dominate her. “Dare me,” she said. “It’s not going to be easy,” he warned. “I’m still a little pissed you ran from me, and I had to chase you down. We could’ve had our orgasms and been sleeping in our own bed already.” “I’m sorry,” she said. “Don’t feel too bad. I got a hotel room with my nearly naked girl. Life is good.” They smiled at each other. “Take off your jeans,” he ordered. “Is that the dare?” she teased, “because that’s easy. I’ve been doing it since kindergarten.” “Smart ass,” he muttered, but it was obvious he was distracted by her shimmying out of her worn jeans. “Naked ass,” she corrected and shook it at him while on her hands and knees. “Yep.” He gave it a sharp spank, and her head whirled around to stare at him in shock. She’d been hit on nearly every body part by Jack, and every punch and slap caused humiliation and pain, but when Rowan spanked her, she wanted to arch back and demand more. “You okay?” he asked, clearly attuned to her stunned surprise. She nodded and remained on all fours. “What’s the dare?” she asked, expecting a demand to get on her knees and open wide or on her back and spread her legs. Therefore she was stunned at his challenge. “I dare you to try to run from me again.” He lay back against the headboard and watched her reaction. It took her three seconds to catch on and another second to be off the bed, springing naked to the door. He’d better catch her before she made it to the hallway. She didn’t want to get kicked out of her hotel stay. Bam! Her hand was reaching for the doorknob, when Rowan’s big body slammed into her from behind, pressing her breasts against the wood of the door. His hand gripped one wrist and held it above their heads against the door. Her right hand shimmied out from between their bodies to try to free herself, but he managed to grab that too and bound both her wrists in his left hand, holding them captive above her head. “Get on your toes,” he growled in her ear. As she rose onto tippy–toes, every inch of his erection slid along her lower back and down the crease of her ass until it bobbed between her legs. She adjusted her stance so the head of his penis probed at her entrance. His hips shifted and he was embedded deep inside. With this angle, she felt full to bursting and every nerve ending touched a part of his body. He overwhelmed her, crushing her front to the door, and pressing his chest to her back. The wood of the door felt scratchy against her cheek, and her toes felt as though they might fly off the ground entirely as he thrust upward. “Move with me. I dare you,” he said in his deep voice against her right ear. “It’s my turn to dare,” she said and gasped on a deep thrust. “Go for it,” he grunted and continued thrusting. “I dare you to make me come,” she said.