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Speakers at Dublin City (Regular School District) meeting praise full-day kindergarten
Summary
A kindergarten teacher and a student told the Dublin City (Regular School District) meeting that full-day kindergarten supports academic learning, social-emotional development and daily routines for 5- and 6-year-olds.
At a meeting of Dublin City (Regular School District), a kindergarten teacher and a student described academic and social-emotional benefits of full-day kindergarten.
The comments focused on how the extended school day gives kindergarteners more time for academics and related arts and allows teachers to build routines and social-emotional skills. “All day kindergarten gives us the opportunity to explore all areas of academics. This includes reading, writing, phonics, and math, but it also includes things like related arts and purposeful play,” a kindergarten teacher said.
The teacher said the extra time lets staff build students’ stamina and provide more time for rest and play, which supports classroom instruction and helps teachers learn student interests. “The extra time is a game changer. These 5 and 6 year olds are building their stamina for school…We can really dive deeper into some of those really motivating activities,” the teacher said.
A kindergarten student also spoke during the remarks, describing classroom favorites and basic skills: “I like doing music and art and gym. I like that we have 2 recesses. I like doing reading and math. Math is my favorite and, like, I I can easily get questions like 2 plus 2 is 4 and 5 plus 5 is 10.”
The teacher emphasized social and emotional benefits in addition to academics, noting that extended time supports emotional regulation and everyday school routines such as arrival, dismissal, lunch and recess. “My hope for the families is to understand that not only is it a huge benefit for kids to be here academically, but it's a huge benefit socially and emotionally,” the teacher said.
No formal action or vote on full-day kindergarten was recorded in these remarks; the remarks were presented as testimony about the program rather than as part of a motion or board decision.
The comments referenced classroom practices and student experiences; funding sources, enrollment caps or district implementation timelines were not specified in the remarks that were provided.
