K -- does it matter if DC isn't being challenged academically?

[Anonymous]

DC is in K in a private school in the district. DC is very happy at school, has made friends, has adjusted well, etc. Is that all that matters at this age? Or should we also be concerned with what DC is learning? DC started K reading, etc., so I'm not sure that DC is being adequately "challenged" academically, particularly with respect to math and language arts. Honestly, it's kind of hard to tell since DC gets no homework, etc., but according to DC, everything is "easy." DC doesn't complain about being bored, but I wonder if we should expect more from the school.

[Anonymous]

I was really frustrated with K for that reason, too. It was maddening to pay all that money when the kids in the local public were learning as much or more in math and language arts, and I could have taught DC the same things at home. But in retrospect (DC now in midde school), I should have chilled out. They have the rest of their lives to experience academic challenge and pressure. It's fine for them to be kids now, and play-based programs (which many of the area privates have) supposedly do instill a love of learning. Think Tiger Mom, and all of those kids who were drilled and drilled when they were little and now hate their childhoods and their parents. Whether you should "expect more" from a private, because you pay so much, only you can decide. I think people sign up for K mainly to hold a spot in a good private in the later years.

[Anonymous]

Anonymous wrote:DC is in K in a private school in the district. DC is very happy at school, has made friends, has adjusted well, etc. Is that all that matters at this age? Or should we also be concerned with what DC is learning? DC started K reading, etc., so I'm not sure that DC is being adequately "challenged" academically, particularly with respect to math and language arts. Honestly, it's kind of hard to tell since DC gets no homework, etc., but according to DC, everything is "easy." DC doesn't complain about being bored, but I wonder if we should expect more from the school.

Your experience sounds very much like my child' who started Pre-K reading, telling time, etc.... We live in DC, so we were so grateful that DC was accepted that we didn't want to push the envelop. Now a few years further along than you here is what I would advise:

1) Build a rapoar with DC's teachers. If they like your child and you, they are more likely to want to invest. If you turn them off ,or are condescending ( use the BORED word) your child will pay the price.

2) keep doing what you have been doing at home. If he/she is 140 IQ range look into CTY at Hopkins,but pay careful attention to whether your child is interested in this and it isn't just you.

3) A good teacher should recognize a child who needs some differentiation ( same work format, different level, as in 3 syllable words in word study in 1st grade not just single syllable like everyone else in class).

4) Get guidance early in KDG and 1st grade on what will be strategy for 2nd grade as , by its nature, it is a review year and not much new stuff until third grade. Meanwhile, your child will be judged on their ERB results towards which the 2nd grade content is the main contributing factor.

Above all , less praise on "grades" and more emphasis on effort as much even in Private school is going to be easy for your child and they need to develop a work ethic, not an easily shattered over confidence as can happen when curriculum doesn't challenge and they become accustomed to same.

[Anonymous]

Anonymous wrote:

Anonymous wrote:DC is in K in a private school in the district. DC is very happy at school, has made friends, has adjusted well, etc. Is that all that matters at this age? Or should we also be concerned with what DC is learning? DC started K reading, etc., so I'm not sure that DC is being adequately "challenged" academically, particularly with respect to math and language arts. Honestly, it's kind of hard to tell since DC gets no homework, etc., but according to DC, everything is "easy." DC doesn't complain about being bored, but I wonder if we should expect more from the school.

Your experience sounds very much like my child' who started Pre-K reading, telling time, etc.... We live in DC, so we were so grateful that DC was accepted that we didn't want to push the envelop. Now a few years further along than you here is what I would advise:

1) Build a rapoar with DC's teachers. If they like your child and you, they are more likely to want to invest. If you turn them off ,or are condescending ( use the BORED word) your child will pay the price.

Above all , less praise on "grades" and more emphasis on effort as much even in Private school is going to be easy for your child and they need to develop a work ethic, not an easily shattered over confidence as can happen when curriculum doesn't challenge and they become accustomed to same.

I don't know what a rapoar is, but you might try to build a rapport.

[Anonymous]

If DC is happy, let things be, no matter how smart he or she is. Happiness can be fragile.

If DC expresses frustration, get advice on advocacy before you plunge into it. It's easy to damage your reputation with a school, and it's hard to repair it. The Davidson guide to advocacy is helpful:

http://print.ditd.org/young_scholars/Guidebooks/Davidson_Guidebook_Advocating.pdf

[Anonymous]

Anonymous wrote:If DC is happy, let things be, no matter how smart he or she is. Happiness can be fragile.

If DC expresses frustration, get advice on advocacy before you plunge into it. It's easy to damage your reputation with a school, and it's hard to repair it. The Davidson guide to advocacy is helpful:

http://print.ditd.org/young_scholars/Guidebooks/Davidson_Guidebook_Advocating.pdf

Wow, practical, common sense advice on giftedness on DCUM. It happens so rarely!

[Anonymous]

OP,
Why did you go private? Did you not know what the K curriculum would include (or not include)?

[Anonymous]

Anonymous wrote:

Anonymous wrote:If DC is happy, let things be, no matter how smart he or she is. Happiness can be fragile.

If DC expresses frustration, get advice on advocacy before you plunge into it. It's easy to damage your reputation with a school, and it's hard to repair it. The Davidson guide to advocacy is helpful:

http://print.ditd.org/young_scholars/Guidebooks/Davidson_Guidebook_Advocating.pdf

Wow, practical, common sense advice on giftedness on DCUM. It happens so rarely!

Yes, excellent advice! This paragraph alone is worth the read!

"The Davidson Institute team encourages parents to think in terms of effectiveness rather than
correctness. Quite simply, this means searching for the most effective educational arrangement
for your child that addresses the greatest proportion of her or his needs rather than looking for the
“perfect” arrangement. When working to address the educational needs of individuals, there is no
absolutely correct solution to the challenges presented. Remember, a child’s schooling situation
is only one part of the whole picture. Quality of life for a child depends greatly upon the
relationship with the family as well. Overemphasis on achieving a “perfect” educational
arrangement can have a negative impact on a family when other relationship dynamics are not
adequately addressed over time."

[Anonymous]

Anonymous wrote:OP,
Why did you go private? Did you not know what the K curriculum would include (or not include)?

OP here -- thanks to everyone for all the very helpful advice. I really appreciate it.

To answer the question above, we went private because we knew it would be better than our public (in the district) where they don't even teach reading in K (just letter/sound recognition) and where there's unlikely to be any differentiation in K. Also, I knew that even if DC might not be challenged in terms of math and language arts at private, at least DC's mind would be engaged with all the "specials" -- science, social studies, art, music, spanish, etc. Plus, the small class size in private was very important to us.