In 2024, Mary Lin Elementary School reinstated its pre-kindergarten (pre-K) program, reflecting the growing emphasis on early childhood education within educational institutions. The program focuses on early learning and aims to facilitate the seamless transition of young children into elementary school. This reinstatement is part of a broader initiative by the Atlanta Public Schools (APS), which now boasts a total of 58 pre-K classrooms spread across 38 different sites.
The Structure and Goals of the Pre-K Program
Curriculum and Learning Activities
Mary Lin currently supports one pre-K class comprising 20 students. The school’s principal, Denise Bringslid, asserts that the program’s curriculum is pivotal in forging successful academic trajectories. She emphasizes that the pre-K program at Mary Lin is carefully designed to nurture foundational skills essential for both immediate and long-term academic achievements. According to Bringslid, the curriculum’s intent is to foster a balanced development of cognitive, social, and physical skills, thereby equipping students for kindergarten and continuous learning.
In practice, the pre-K program incorporates a diverse range of activities aligned with a detailed monthly curriculum. These curricular activities, as explained by pre-K teacher Carol Evans, include reading stories, working with students both individually and in groups, and exploring novel learning strategies. The curriculum encompasses Social Emotional Learning (SEL), language and literacy instruction, math, science, social studies, and music and movement. Each month features a specific theme, with weekly lessons reinforcing this thematic focus.
Emphasis on Social Emotional Learning
An integral component of the program is its emphasis on problem-solving and social skills. Evans elaborates that SEL lessons are woven through daily routines such as Morning Meetings and Circle Time. Students regularly review and practice class expectations and calming strategies, with a focus on reinforcing positive social behavior. Whenever challenges arise during the school day, they are discussed and analyzed, promoting a reflective approach to handling obstacles.
The strategies employed in the SEL curriculum aim to create a supportive and conducive learning environment where students feel safe to express their emotions and learn effective problem-solving techniques. This holistic approach ensures that students not only develop academically but also grow emotionally and socially, building a strong foundation for future educational experiences.
Challenges and Rewards of the Pre-K Program
Adapting to Younger Students
The introduction of the pre-K program at Mary Lin has indeed posed its set of challenges yet brought noteworthy rewards. Bringslid describes the transition to working with younger children, especially four-year-olds, as requiring significant flexibility and patience. Despite these challenges, she finds it immensely gratifying to observe the rapid learning and growth exhibited by the students. The pace of learning can vary, necessitating occasional adjustments where concepts need to be reinforced at a slower pace to boost children’s confidence.
Understanding that young children have diverse learning needs and varying developmental stages, educators at Mary Lin have embraced a flexible teaching approach. This empathetic and responsive strategy allows them to tailor their instruction to meet the individual needs of each child, ensuring that every student can progress at their own pace. This individualized attention is crucial in building children’s confidence and academic skills.
Balancing Structure and Exploration
A crucial aspect of pre-K education, as Bringslid points out, is maintaining a balance. Pre-K students, characterized as curious and energetic learners, thrive on consistent routines yet benefit from spontaneous, exploratory learning opportunities. Therefore, educators have the dual task of catering to individual needs while fostering a classroom environment that is both engaging and fun.
Educators at Mary Lin strive to create a structured environment that provides stability for the young learners while also allowing for moments of creativity and discovery. This balance ensures that students not only master essential routines and academic skills but also develop a love for learning through play and exploration. The aim is to prepare students for kindergarten and beyond, equipping them with the skills and passion needed for lifelong learning.
Community Impact and Reception
Positive Community Response
The reintroduction of the pre-K program has had a positive impact not only on the students but also on the broader Mary Lin and Candler Park communities. Lynley Teras, a Mary Lin parent and Go Team member, underscores the significance of the pre-K and SEL programs. Teras remarks that these programs are valued by the parent community because they teach vital life skills, cultivate empathy towards others, reduce bullying, and promote healthy relationships, contributing towards a more caring and just world.
The extended benefits of these early education programs spill over into the larger community. Parents and community members recognize the long-term advantages of equipping children with social-emotional and academic skills from a young age. These foundational experiences help in building a more empathetic and supportive community, fostering positive interactions and reducing conflicts.
Integration with the School Community
This communal acceptance and enthusiasm for the pre-K program extend to the day-to-day interactions within the school. According to Evans, the presence of pre-K students at Mary Lin has been met with joy and affection by both staff and older students. They appreciate the younger students’ cuteness and sweetness, fostering a nurturing environment where older students look out for their younger counterparts.
The integration of pre-K students also provides older students with opportunities to develop leadership and mentoring skills. Interactions between different age groups nurture a sense of responsibility and care among the older students, reinforcing a community spirit within the school. This dynamic learning environment celebrates diversity and inclusion, ensuring that every student’s unique contributions are valued.
Long-Term Benefits of Early Education
Smoothing the Transition to Elementary School
The benefits of early classroom experience for children are also acknowledged by former Mary Lin student, sophomore Katharine Cardwell. She attests that the familiarity with the classroom setting and pre-learning of concepts that children obtain from such programs significantly smoothens their transition into elementary school.
These early educational experiences give students a head start, allowing them to adapt more easily to the demands of elementary school. They enter kindergarten with established routines, basic academic skills, and the confidence to engage in classroom activities. This preparedness reduces anxiety and fosters a positive attitude towards learning, setting the stage for continued academic success.
Laying the Groundwork for Future Success
In 2024, Mary Lin Elementary School reinstated its pre-kindergarten (pre-K) program, signifying a renewed commitment to early childhood education by educational institutions. This program, like others, focuses on fundamental early learning, seeking to ensure that young children experience a smooth transition into the more structured environment of elementary school. The reinstatement of the pre-K program at Mary Lin is part of a larger effort by Atlanta Public Schools (APS) to promote early education. APS, responding to the increasing awareness of the importance of early learning, now proudly offers 58 pre-K classrooms distributed across 38 different sites. This expansion reflects a broader trend in education, recognizing that investing in the formative years of childhood is crucial for long-term academic success and overall development. More schools within the APS network are likely to follow this example, enhancing their early education offerings to better serve their communities and prepare their youngest learners for future academic challenges.
