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What to expect in TK and kindergarten: schedules, curriculum, PE, screen time and support services
Summary
Principals and teachers described TK and kindergarten daily schedules, play'based curriculum, limited classroom screen exposure, recess and PE plans, safety nets such as counselor/OT spaces and volunteer procedures including fingerprinting and Monarch Club before/after care.
Principals Abby Arbron (Forest Grove) and Emily Tighe Brownfield (Robert Down) outlined what families should expect from Transitional Kindergarten (TK) and kindergarten in Pacific Grove Unified: a play'based introduction to school with opportunities for social'emotional development and gradual, developmentally appropriate academic exposure.
Arbron described TK as "our kids' intro to being in school" with emphasis on relationships, exploration, social skills and early academic tasks such as letter-sound awareness and number concepts. Brownfield said teachers use invitations to learn, blending play and movement with small'group instruction.
Daily schedules: Forest Grove's school day begins at 8:40 a.m. and ends at 1:55 p.m.; Robert Down's day runs roughly 8:45 a.m. to 2 p.m. Kindergarten includes a soft opening window at Robert Down beginning at 8:30 a.m. for classroom entry. Principals said TK and kindergarten students typically have a morning short recess and a longer post'lunch recess; staff build additional movement and play time into the day for younger learners.
Physical education: The district has dedicated PE staff at both elementary sites. Administrators said TK is not required by state statute to have a mandated PE allotment, but the district is developing a more aligned approach across sites and intends that the district'employed PE teacher of record deliver instruction. The frequency and minutes of PE for TK and kindergarten will be set through master scheduling for next year.
Screen time: Teachers said screen exposure is limited in TK and kindergarten. Classroom use of iPads is minimal and typically introduced later in the year; kindergarten attends the computer lab once a week for guided practice on basic device skills.
Support services and calming spaces: Staff described schoolwide supports including a school counselor who visits classrooms, designated de'escalation rooms and occupational therapy (OT) spaces. Many classrooms also maintain quiet corners or sensory materials. Principals said staff will pull students to calm spaces as needed and that the front office and nurse serve as additional supports.
Volunteering and before/after care: Principals urged parents to complete fingerprinting through the district office so they can volunteer on campus; families who are already cleared do not need to repeat the process. The district is transitioning its before/after program name from "BASRP" to "Monarch Club." Monarch Club runs from 7 a.m. until school starts and resumes after school until 6 p.m.; TK and kindergarten students have dedicated time in Monarch Club between dismissal and when older students arrive.
Ending: Staff encouraged summer visits to school playgrounds to familiarize children with the campus, assured families of staff support during early drop'off transitions and reiterated that teachers and administrators will share master schedule details and PE minutes when finalized.
