As compounded by the New York State Department, or NYSED, the focus of prekindergarten programs is "school readiness." For special needs students, an individualized education program, or IEP, determines kindergarten "readiness." This details the academic goals and lessons based on the student's learning style as well as necessary support systems. Ongoing observational and direct assessment instruments of student progress are important to assign the proper learning program and to make adjustments in instructional approaches. Re-evaluations to readjust the parameters of an IEP take place every three years. The Committee of Preschool Special Education, established by individual school districts, determines the best course of action. This process includes parental feedback.
A classroom that fosters natural curiosity, encourages initiative and strengthens problem solving captivates the essence of the standards also referred to as "approaches to learning," by the NYSED. From this continuum, educators have the freedom to create a multifaceted learning environment where children are able to display these expectations in typical preschool activities such as group time and centers related to subject-areas. The classroom provides opportune moments for students to express individual learning styles and to explore them through play. By integrating key concepts of subject areas within daily routines, children will receive the necessary reinforcements.
As established by the NYSED, healthy physical development is a collaboration of regular exercise of gross and fine motor skills as well as sensory stimulation -- with no separation of standards of special needs from typically developing students. Schools should provide children with indoor and outdoor experiences for the whole body that introduce them to new and different textures, various structures, smells and sights. As children begin to coordinate their movements and manipulate materials, it is important for teachers to include simple directions. This directs the student's attention to the purpose behind the movements.
As children become more aware of their bodies and are able to control and coordinate movements to accomplish tasks both large and small, it is important to coincide activities that pertain to personal hygiene and prevention tactics for stopping the spread of germs. Teachers should create dialogues with students that allow them to express their feelings about ailments and their physical state. Physical activities should sustain increased endurance and perseverance. As mandated by the NYSED, students should engage in movements to build up large muscle groups, and advance flexibility and balance, with running, jumping, pushing and pulling.