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Can We Love Ourselves the Way We Love Our Children?

A kindergarten application essay as a mother’s prompt for self-evaluation.

By Faith Salie

This is the week we learn where my 4-year-old daughter will attend kindergarten next September. I devoted many hours last fall to composing an essay about her — an important essay, because it was for her applications to private schools. I spent more energy on this piece of work than I ever spent on my college or grad school applications.

Finding the right words to describe your baby, the one you had when you were 43, with one of the eggs you froze when you were 39, is no simple task.

I drafted it in my bedroom, over many days, while curled into the puffy purple recliner I still call “the Breast-Feeding Chair,” even though it’s been three years since my daughter pronounced herself “All done” and walked away from me, my breasts and the purple chair.

How do you paint a portrait of your child’s first four years on earth?

Be pithy. Your expressed love for your child must not exceed the allotted 500 to 750 word count on kindergarten applications. Still, though, when you illuminate her, you revel in the smallest details, like how she anthropomorphizes everything, including her pasta: “Oh poor little worms — I’m going to eat you now!”

Don’t boast. That’s pushy, and in the competitive world of kindergarten admissions, it’s lethal to present yourself as anything remotely resembling a PITA. (That’s “pain in the ass” in admissions speak.) No, you bear witness to your kid and report: how she pretends she’s Hercules when she helps place the bolster pillow on your bed in the morning, how she’s been known to approach disheveled hipsters and inquire, compassionately, “Are you homeless?” How she possesses an exceptionally good sense of joke structure. You may have to rein yourself in as you approach hagiography.

Choose your stories carefully. I don’t mention in the kindergarten essay that my husband and I call our daughter “Rasputin,” because she’s preternaturally unstoppable, and occasionally “The Emotional Terrorist,” when she doesn’t want to cooperate with our request that she be “a ninja sister” at bedtime, tiptoeing into bed so as not to wake her sleeping brother.

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3 Tips for Writing Your Child's Private School Application Essay

How to harness the power of storytelling.

By Soojung Smith

Published on: october 30, 2017.

It’s that time of year again: the busy admissions season for private and independent K–12 schools. Keeping track of each school's open houses, campus tours, parent and student interview dates and test requirements can feel like a full-time job. 

Each year, more families are considering private schools for their children and competition for top private schools in the greater Seattle area has become increasingly fierce. Some elite private schools admit fewer than 10 percent of their applicants from a highly qualified candidate pool. High standardized test (SSAT and ISEE) scores and GPAs alone, unfortunately, don’t guarantee a spot at these coveted schools. They're interested in forming a diverse and well-rounded student body that delves beyond students’ test scores and grades.

Some elite private schools admit fewer than 10 percent of their applicants.

One of the biggest mistakes I've seen families make in preparing their child’s applications for admission is to treat the information they submit as separate data points. Rather than painting a complete picture of their student, parent and student essays often read like a student activity form.

To give your child the best chance of success, it's important to be intentional and thoughtful about your child’s application. Remember that admission committees are interested in learning about your child and what your family can offer, and how you will contribute to their schools and school communities.

Here are a few tips to help you make the most of your child's private school application.

Know what it is you want to say about your child and your family: What are the key messages you want to convey?  

• Think about how you and others see your child. You as parents? Grandparents? Their siblings? How would their friends describe them? Teachers? Neighbors?
• What keywords begin to emerge? Kind? Mature? Creative? Curious? Inventive? A maker? A leader?
• Choose three to five themes that best capture core identities of your child.
• Use your child’s essential qualities, be it their achievements, unique experiences, activities or interests to make the connection to these themes.
• Once themes emerge, look broadly and creatively at parent and student essays, activity profile, teacher recommendations, and other application elements for opportunities to weave these ideas together for differentiation.

Start working on essays and other application elements

• Typically, families apply for three to five schools and, depending upon schools under consideration, you may end up with writing not only a common set of essays but also other unique ones they require from applicants and their families.
• These requirements all add up, expecting a significant amount of time and efforts on your and your child’s end. Good writing is a process; it doesn’t happen overnight. Be prepared to go through three rounds of drafts of parent and student essays to get to final “quality” ones you and your student feel proud of. Try to have solid first drafts by the end of October, the second one by the end of November and the final draft by the end of December.   
• Make sure you write parent essays while your child writes their student essays. You can lend help to your child, but they need to provide original and thoughtful answers in their portion of the applications as well as during interviews. Schools can tell if a parent writes student essays and even go so far as to collect writing samples.

Use essays and other application elements for effective storytelling

• Use a parent statement, student essays and an extracurricular activity profile to let the reader in: Who is your child? What do they care most? Who is their hero? Why? How do these insights connect with other information you are submitting about your child and your family? Is there a particular story(ies) that helps to describe your child and your family best?
• Distill the story that defines your child and your family in the space provided in online applications before the deadline for completed applications. Each essay question has a specific word count you can’t exceed, so be mindful of how you will use precious real estate to convey main messages for differentiation.

Effective storytelling alone won’t necessarily put your child over the top if they aren't already a competitive candidate. But it goes hand-in-hand with solid standardized test scores and GPAs for robust applications. Let schools know how unique your child and your family are. Let them know how your child and family will contribute to a diverse student body. Good luck!

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About the author.

Soojung Smith is a family education coach, author, CEO and board advisor, and former Microsoft marketing executive. Her children attend two private schools on the Eastside. Soojung supports parents with challenging issues such as private school vs. public school, private school admissions, and students’ executive functioning skills and their public speaking competencies. Email Soojung at  [email protected] .

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How to Write a Private School Admissions Essay (for Kindergarten, but the Principle Holds True for Older Grades as Well)

It’s not so easy to describe a four year old.  I know–I’ve helped families write private school essays about four year olds, hundreds of them, for so many years that some of those four year olds are now in high school.

Private school essays typically ask something along the lines of, “Tell me about your child.”

Typically the parent of a preschooler is sure of the following:  Junior is cute.  He’s curious.  He’s bright.  He loves books.  He liked his music class last year.  He’s very sweet to his sister.  Hmm.

That sounds reasonable.  Junior is four, after all.

But this is a private school essay.  You’re trying to get your child into school, to somehow make him stand out from the rest of the pack of kindergarten applicants.

That’s where things get tricky.  How can you make Junior seem special?

Asking this question in this application context, admissions directors lead parents down a primrose path.  Some parents go flying down, making such wild assertions about their child’s uniqueness and superiority as to turn off anybody who reads their statement.

“When asked to describe Milo, we would say first that he is gifted.” “Jessica, who is already reading at the fourth grade level…” “Frank, recently dubbed “The Mayor” by his teachers and classmates at Tot Time, is greatly admired for his precocious leadership skills.”

So rule #1 in writing your parent statement:  Keep It Real, and resist the temptation to describe your child in over-the-top language.  You need to be modest, and show through example, rather than tell, about your child’s qualifications. That way, on their own, admissions directors will draw the conclusion that oh yes, Junior seems very bright and worthy of admission.

As one of the longest practicing private school admissions consultants in NYC, I have considerable perspective about what makes parents and children unique in a way that attracts admissions directors.    Jan 2012 Update:   I am currently accepting clients who will be applying in 2012 for 2013 admission.    To learn more   or call 212-712-2228 9am-9pm EST.  Please book early because prime slots in late spring go quickly and every year I have to turn parents away.

The Three Most Common Mistakes People Make When They Write Private School Admissions Essays

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The Parent Statement: What Not To Say

Much has been written about how to write a parent statement or essay for your child’s applications to private preschool or continuing K–12 schools, but little has been written on what not to write.

For parents of preschoolers to students at older points of entry (and all the years in between), the finest example of admissions/application essay instructions can be found in the Common Application to U.S. colleges and universities.

The Common App asks applicants to write a statement of 650 words about anything — anything at all — so long as the statement is about them . You may think that sounds easy, but it’s not. For example, the finest Common App essay I have ever read was by a high school senior who, at age seven, started volunteering with kids diagnosed with cancer. The little girl became a national advocate for volunteering with sick children, appeared in the media, and won prestigious awards for her work. Over a decade, she worked with over 100 hospitalized children, befriending each one as well as their families. Her college essay, however, wasn’t about her work or the accolades she received for it. It instead detailed how she had stayed close to these parents and siblings, and talked about the emotional impact upon realizing that she was a link, often the final one, to the children the families had lost.

The same principles apply to parent essays. To make it easier, we ask parents to not use adjectives when they write and describe applicants. Terms like brilliant , gifted , caring , talented , and a host of others not only bore admissions committees, but scare them. If, for example, a parent genuinely feels his child is brilliant or gifted, is that same parent going to expect and demand “special” treatment for that child if and when she is admitted to the school, taking teachers’ precious time away from the class at large? That is how to get rejected on the spot.

Try to write an anecdotally-driven parent statement.

For young children, a day in the life of your child is far more interesting and introductory than a list of his or her attributes as observed by Mom or Dad. For older kids, one or two academic or social experiences is a good suggestion for parent admissions statements, especially the effect these experiences had on the child’s development.

Do not write a statement longer than a single page.

There is much to say about every child, but school applications may not be the venue in which to say it. If schools receive 900 parent statements for a particular point of entry, how much do you believe actually gets read if the statements are overwhelmingly long? More saliently: will it get read at all?

Do not feel you have to impress.

Usually when parents write to impress, it has the opposite effect. The “leader” who is always first to finish the reading or art or math project and “help” his peers in the classroom, while at the same time designs the group’s imaginary games and activities, is often perceived as demanding and overbearing. This is a more central question: can that same leader also assume the role of follower, giving others a chance to shine and create?

Don’t try to conjure the future.

The kid who likes playing with a science kit is not necessarily destined to become a neuroscientist, just as the kid who enjoys writing about his summer vacation is not necessarily tomorrow’s Pulitzer Prize-winning author.

Above all, don’t overstate.

A child who donates his or her gently used clothes or toys to charity is not Mother Theresa helping the poor, or Jimmy Carter building homes for humanity. She is a kid learning about charity and community service.

Balance what you write.

Few kids, especially younger children, actually sit around all day trying to perfect a task or learned skill, whether that be math, writing, art, or computer science, and if they do, they are missing out on many other aspects that childhood and adolescence exist to introduce them to. Admissions directors are famous for asking the magic question, “What else is your child interested in?” Schools do not teach one subject; they teach many.

Don’t brag, even inadvertently.

Your child’s interest in the ocean, marine life, and swimming is fine to write about as is his fascination with changing seasons, nature, and animals, as long as it isn’t preceded by the words: “At our vacation home …”

Finally, an admissions essay is not the place to list the people you know who are connected to a school (parent, alumni, board member, etc.). For the most part, admissions directors do not like the “powers that be” to dictate which students to accept, and that is the subtle message of a parent statement that name drops.

We are taught to be ourselves at every turn. It’s hard to do in private school admissions, when you suspect that other parents are presenting better selves than they really are, and, of course, painting rosier, larger-than-life pictures of their children. Yet, being honest often yields the best results in terms of admission at virtually every point of entry. Think about the simple, beautiful message of the aforementioned Common App essay.

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How to Write the Parent Statement for Private School

Three things you need to know

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Most applications to private schools require parents to write about their children in a parent’s statement or by filling out a questionnaire. The purpose of the parent's letter is to add dimension to the candidate’s statement and help the admissions committee better understand the applicant from the parent’s perspective.

Parent statement is your chance to provide a personal introduction to your child and share details about how your child learns as well as what their interests and strengths are. The following are a few simple steps that will help you write an effective parent letter.

Think About Your Responses

It can be difficult to step back and consider your child objectively, but you need to do exactly that. Think about what your child’s teachers have said over time, particularly the ones who know them well.

Reread report cards and teacher comments. Think about consistent themes that emerge from the reports. Are there comments that teachers have consistently made about how your child learns and acts in school and in extracurricular activities? These comments will be helpful for the admissions committee. 

Consider also your own observations of your child as well as what you hope your child will get out of their private school experience.

Real children aren’t perfect, but they can still be great candidates to private schools. Describe your child accurately and openly. A full, real, and descriptive parent’s statement will show the admissions committee that you are being honest, and when they will read about the amazing sides of your child, they will be more likely to believe them.

If your child has had serious disciplinary actions or other issues in the past, describe them. Let the admissions officers know what happened and draw positive lessons from it. The school is looking for a real kid—not a perfect pupil.

Showing that your child and your family are capable of dealing with setbacks might be even more valuable than presenting a flawless picture. Of course, describe your child’s strengths and don't only feel the need to be negative—but everything you write should be truthful.

Also, helping the committee members understand your child with their strengths and challenges will help them make the best decision for everyone. Your child will be most successful if they attend the school that fits them best , and describing your child candidly will help the admissions committee decide if the school and your child are the best fit for one another. Children who succeed at their schools are happier and healthier and stand in better stead for college admissions.

Consider How Your Child Learns

The parent’s statement is a chance to describe how your child learns so that the admissions committee can decide if they are likely to benefit from being at the school. If your child has moderate to severe learning issues, reveal them. Many private schools grant students with learning issues  accommodations or changes in the curriculum, so that they can best demonstrate what they know.

Students with mild learning issues might be able to wait until they are admitted to the school to ask about the school’s accommodations policy, but students with more severe learning issues should ask about the school’s policies about helping them beforehand. You may also have to do some research into what kind of resources the school offers to help your child—before they attend the school. Being open and honest with the school will help you and your child find the school where they can be happy and successful.

How to Organize Your Letter

Parent statements for private schools are typically composed of three parts: description of your child, description of your family, and the alignment of your values with the school values. The first two or even all three may be blended together, as through descriptions of your child, the nature of your family and your values will come through.

Sometimes, school websites offer useful prompts to guide your letters, and if that is the case, you should definitely make use of them. Some of the frequent questions are:

• What do you hope for your child to accomplish with the help of our school?
• Has your child ever had any intellectual, emotional, or behavioral evaluations? If so, describe their contexts and results.
• In what situations does your child thrive? Describe your child as an individual, with their hopes, values, goals, aspirations, strengths, and weaknesses.
• Has your child been through any adversity? Describe the context and how they navigated it.
• What has your role been in your child's education?
• Does your child require any academic or other support or accommodations?

Ideally, your letter would respond to these questions as thoroughly, yet as succinctly as possible.

The simplest way to go about this is to choose three to five aspects of your child's personality that you would like to highlight and compose the statement around them. Include illustrative anecdotes that will also portray a little about your family life. If it comes naturally to you, feel free to make these funny or quirky, as you are ultimately trying to stand out from the rest of the applicants.

As mentioned, you should also make a point of familiarizing yourself with the school's values and objectives and show in your letter how connected these are to your family. The more natural this is the better. All in all, as long as you provide the admission officers with an honest snapshot of your family and your child's nature and potential, your letter will hold its ground.

Article edited by  Stacy Jagodowski

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How to Write a Successful Parent Statement for Your Child’s Private School Application

The parent statement is an opportunity for you to introduce your child to admissions; to give them a glimpse of who your child is and why they would be a great fit for the institution in question. By the time the admissions committee finishes reading your parent statement, you want them to be clamoring for what your son or daughter can contribute to their community. But how exactly do you do that?

Your top 3 goals when writing a parent statement are to:

1. offer insight into who your child is, what makes them tick, and how they interact with the world around them..

We recommend starting with some freewriting : Sit in front of an open notebook or blank Google Doc and start writing down your first thoughts. Ask yourself: What special qualities does my child have? When have I felt particularly proud of them? How do they approach learning? How do they engage with their peers? Remember, school is as much about soft skills, like conflict resolution and active listening, as it is about mastering the times tables.

2. Provide context regarding your approach to parenting and education.

The admissions committee isn’t just accepting your child, they are accepting you, too, along with any other children you might want to enroll in the future (though this is not a guarantee). Many private schools want to know about parenting styles and academic goals to ensure you will also be a good fit for their community.

3. Be honest and concise in regards to your child’s areas for improvement, as well as their academic goals.

You will not be doing yourself (or your child!) any favors if you dust any major concerns or challenges under the rug. Be upfront. Albert Einstein was a prodigal genius, but he struggled with discipline and authority as a student. Before Robert Frost was a celebrated poet and four-time Pulitzer Prize winner, he was expelled from school for constant daydreaming. Bringing admissions into the fold will set your child up for success. And, besides, if the institution isn’t prepared to support and inspire your child, is that really where you want them to spend their formative years?

To really set your parent statement apart from the rest, explore the school’s website and see if you can find their mission statement. Pepper in some of the school’s values (and how they overlap with your own) to demonstrate your interest and fit. 

Finally, we’re always here if you’d like a second opinion from seasoned experts who know the admissions process inside and out. Good luck!

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Category: Admissions , advice , Private School

Tags: aea , parent statement , preschool , preschool admissions , preschool applications , private school , private school admissions , private school applications , the parent statement

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Parent Essays for Private Schools

Posted on: December 2, 2021

Sometimes they look a little sheepish when they ask.

“Katy, do you have any advice for us about the parent questions?”

The private school admissions process is often one that seems to throw unexpected curveballs every step along the way. And right when it feels like you are rounding third base, you notice that the application asks not only for your student to write an essay (or four…) but also for you to do the same. The request seems at once totally reasonable. It makes sense for a school to want an adult perspective on a young applicant. And yet it also seems out of the blue — after all, the parent isn’t the one applying to school!

The struggle with these questions tends to fall in to two camps:

“What are they looking for? Am I being evaluated?”

“I think my child is amazing, but I don’t want to brag.”

What are they looking for?

As with every time an admissions officer at any level of education is asked this question, they would say that the answer is authenticity . In this case, they’re usually looking for two things. First, how will your family connect with their community? Are they likely to see you at the sidelines of every field hockey game or front and center at the Annual Gala? Or both? They do not necessarily bring an agenda to reading these essays — every school needs both sideline spirit and Gala guests. But they are trying to envision the class community they are building as they look at all of the applications.

The second thing they’re looking for is your insight on your child. Even the most delightful and reflective 13-year-old is still a 13-year-old. Middle school students are just starting to develop the parts of their brain that allows them to understand some of their gifts and challenges. But the parents who love them probably have a good idea. So they are asking you to introduce yourself and your student to the admissions team.

Which brings us to the second anxiety: how much to say and how to say it.

What should you say?

I see parents falling into three traps with this issue: brevity, oversharing, and listing. While you always want to respect suggested word limits, I’d encourage you not to err too much on the side of brevity. When I was reading applications for private schools, I’d often read ten or fifteen applications at a time (hopefully in a quiet coffee shop, preferably with a fire, on a Saturday in January). If one of those applications has just a sentence or two and several others offer two or three paragraphs of insight on what this particular student may have to share, I felt a bit disappointed in the quick answer. It just did not give me much to go on.

But of course, be careful! The opposite can also happen. Several years ago, I read a response by a lovely parent of a lovely 8th grader. The question asked, “How does your child handle personal responsibility?” Much of the answer was a reflection on the parent’s part, that her daughter had not really ever been given responsibility. The answer detailed the parent’s guilt over this fact and dwelled more closely on the parent’s sense of having failed the child than on the answer to the question. It felt deeply personal and authentic, but it still missed the mark.

What should you NOT do?

Listing is perhaps the biggest pitfall I see. We are, naturally, quite proud of our child’s accomplishments. As good and supportive parents, we want to place our child squarely in the limelight, to let their experiences and triumphs speak for themselves. I often see parents use this space as a chance to list the things they are proud of: Her 3rd grade spelling bee ribbon; his 5th grade sportsmanship award. The problem with listing accomplishments is that probably these things are listed elsewhere in the application, under awards or extracurricular activities. So, you are essentially ceding your chance to show the great parts of who your student is as a person … but it’s the person that the admissions team is looking for.

The Takeaway: Parent Essay Advise

My advice to every parent is that you take this opportunity as a chance to thoughtfully consider both who your child is and what you want from the next school community you choose. Those answers are always a home run.

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How to Write an Awesome Private School Admission Essay

Sitting down to write the all-important private school admission essay — is there anything more stress-inducing than a blank document and a blinking cursor? 

Writing anything from scratch requires intensive energy, focus, and inspiration — and that pressure is heightened when the writing topic is turned inward. No wonder students (and parents) get overwhelmed when it’s time to complete the essay portion of a private school application!

Helping your child write their private school admission essay can be pretty nerve-wracking. However, it doesn’t have to be. 

The short essay questions included as part of most private school applications are meant to provide admissions professionals with a well-rounded picture of your child as a person and as a student. If written thoughtfully, this component of your child’s application can make them truly stand out. 

Below are our top tips for beating back writer’s block and crafting a private school admission essay that gets noticed. 

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<span class="text-color-orange" role="decoration">Remember the essay audience.</span>

Although the essay is about your student, it’s FOR the private school admissions team. What will stand out to them? What will interest them? What will help them best understand your child and how they learn? Help your child craft an essay with these professionals in mind.

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<span class="text-color-lightblue" role="decoration">Answer the essay question asked.</span>

This may seem obvious; however, it’s very easy to steer off course when you get into a writing groove. Help your child refer back to the question and any associated instructions while they write. Remind them to try to stick to the word count, and make sure to answer all parts of the question. 

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<span class="text-color-green" role="decoration">Portray personality.</span>

Private schools are admitting people, not numbers. Their goal is to create a diverse, copasetic community in which students grow and are challenged. Your child’s answers shouldn’t be cookie-cutter. The best essay question answers will showcase a student’s personality, quirks and all. 

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<span class="text-color-orange" role="decoration">Demonstrate passions. </span>  

Private schools are seeking students with different interests and passions. If your child has a unique interest or personal pursuit, the essay can be a great place to explain what it means to them and why it drives their creativity. 

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<span class="text-color-lightblue" role="decoration">Provide a unique perspective. </span>  

Opinions are important. If your child believes in a cause or has a strong point-of-view on a topic, talk about why. By standing behind their convictions, your child will demonstrate their critical thinking and leadership capabilities. 

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<span class="text-color-green" role="decoration">Paint a complete portrait. </span>   

Regardless of the essay question, you want your child’s essay to work seamlessly with the rest of their application and showcase them as a full, well-rounded student. If the application itself doesn’t allow you to bring your student’s true self to life, take that opportunity in the essay component.  

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<span class="text-color-orange" role="decoration">Maintain proper essay structure. </span>  

Remember, the essay isn't solely an exercise to get to know your child; it's also an evaluation of their writing ability. Maintaining the proper essay structure with an introduction, body, and conclusion is essential.

Admission officers read a LOT of essays, so really work on hooking them with the intro. Have your child read feature magazine and news articles, as well as the opening paragraphs of books to see how professional authors engage their readers.

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<span class="text-color-lightblue" role="decoration">Cut the clutter. </span>  

After your child writes their essay's first draft, make sure they spend time editing their ideas into a clear, concise answer. Help them proofread, check their grammar, and cut out any extra words or phrases that don’t support their answers. 

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<span class="text-color-green" role="decoration">Get/offer feedback. </span>  

Once your child’s essay is complete, it’s perfectly acceptable for them to ask someone else to read it. As a parent, point out areas where they have opportunities to strengthen an idea or fix a mistake. However, resist the urge to rewrite the essay in your own words. Again, your child’s own perspective is what matters! 

While the questions asked on private school applications may change, these essay-writing tips will help ensure that whatever story your child tells resonates with your dream school’s admissions team. For more essay tips, read Encouraging Your Child to Write a Self-Revealing Application Essay .

Encouraging Your Child to Write a Self-Revealing Application Essay

How to make a great impression in private school interviews, recommendation letters: who should you ask — and how, first-choice letters: do they help or hurt admission, the final countdown to application deadlines, 11 parent statement tips for private school applications.

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Application process for kindergarten.

• Kindergarten Virtual Open House
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• Parent-to-Parent Roundtable - Virtual Talk
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• Diversity, Equity, Inclusion and Community Event
• Parent/Guardian Tour : Led by a current Trinity parent, two families at a time will walk through the entire campus to see classrooms in action and the various facilities we enjoy such as the pool, gym, labs and more. (If walking for long stretches or stairs is difficult please let us know in advance so we can modify your tour.)
• Parent/Guardian Interview : Parents/Guardians will interview with a member of the admissions team to discuss your child and our school program.
• Child Visit : At the same time as the parent/guardian conversation, your child will have the chance to do some fun, child-friendly activities with another member of our team. This meeting is intimate as there are just two children at a time in a warm and welcoming space.
• If your child is enrolled in an early childhood program that will allow someone from our team to visit in-person or virtually, our office will organize this directly with the school. If your child is in a public school or at a program that we are unable to connect with, we will schedule a play session on a Saturday in a Trinity classroom. Whether we go to your school’s classroom or host a play session at Trinity, both experiences are valuable to see your child at play. 
• We require a current school report from your child’s school. Most early childhood programs already have this report form (developed by our Admissions Association, ISAAGNY ) and will send it directly to us upon completion. If you are at a non-ISAAGNY school, public/charter school or daycare center that does not use this report format, please let us know and we can provide them with a blank copy of the form to fill out and send directly back to us this fall/winter. If your school prefers to use their own report format, we will accept that instead.
• We invite you to share one brief, current (between September 1 - December 31) video clip of your child with us. This casual observational video should not be more than 60 seconds in length. You can use your mobile phone, iPad or another device (no professional recordings, please). Spontaneous conversation may be included and is welcome. Suggested activities include: Building, drawing, painting, playdoh, imaginary play, outdoor time, etc. Please label your video with the applicant’s name and upload directly into your Finalsite parent portal checklist. You may upload the video at any time during the fall / winter. You do not have to upload it at the same time you submit your application. If you do not have access to a device to record a video, you may email or mail us an “action” photo instead of a video .
• In accordance with the dates set by our Admissions Association, ISAAGNY , all application components should be in our hands by Thursday, January 9, 2025. The “To Do” checklist section of your Finalsite parent portal account will reveal if any items are missing.

Application Process for Grades 1-4

• Grades 1-4 Virtual Information Session
• Parent/Guardian Tour : Led by a current Trinity parent, the family will walk through the entire campus to see classrooms in action and the various facilities we enjoy such as the pool, gym, labs and more.
• Parent/Guardian Interview : Parents/Guardians will interview with a member of the admissions team.
• Student interview : On this day, children will have the chance to see the school on a short tour before their interview. Then, at the same time as the parent/guardian conversation, your child will work with another member of our team doing some fun activities involving literacy, math and writing. The activities are developmentally appropriate for the child’s grade to which they are applying.
• Trinity Classroom Visit: It is possible that we will ask your child to spend a day on campus in a classroom in order to see them in an academic and social setting.
• The Educational Records Bureau (ERB) is an educational advisory company that offers a variety of assessment tools for educators. For students applying to grades two through four, we ask applicants to take the ISEE Primary . This should be scheduled with the ERB directly.  
• We will need a school report from your child’s current school. Please give this Permission to Release Records form to the appropriate office. It enables the school to send us your child’s report this winter.
• For grades two and three, families should ask a current teacher of the applicant to fill out our Teacher Recommendation form. If you are applying to grade four, families should ask two teachers. These must be sent to our office directly from the school or teacher. You may provide the teacher the form electronically via your Finalsite Parent Portal.
• A writing sample is required for grades two, three and four applicants. Ideally, we would like a copy of your child’s writing from school with teacher comments written on it (i.e. an essay, book report, personal narrative, etc.). An explanation of what the assignment was and when it was done should also be included. If you do not have anything from your school, please upload any current piece of writing.
• In accordance with the dates set by our Admissions Association, ISAAGNY , application components should be in our hands by Thursday, January 9th, 2025. The “To Do” checklist section of your Finalsite parent portal account will reveal if any items are missing. We understand that the timeline sometimes differs for the non-entry point grades since space only develops through attrition and we do not always have news this early. As space sometimes develops later in the spring or summer after deadlines, it is possible that we will schedule later visits based on attrition news and/or our enrollment needs.
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Q: do you have a pre-k program, q: what are the entry grades at trinity, q: what age does my child need to be to attend kindergarten, q: what is the application fee, q: does trinity offer financial aid, q: do you see everyone who applies, q: do you have to apply before attending virtual events, such as the kindergarten open house, q: can parents have a tour before submitting an application, q: how do i find out the status of my child’s application during the season, q: what materials complete a kindergarten application, q: in addition to the parent/child visit, will my child be seen at their pre-school or at trinity on a saturday, q: is there a benefit to children being seen at their own school or at trinity, q: do kindergarten students come from a limited number of schools, q: do you require letters of recommendation, q: do certain applicants receive special consideration, q: does my child need to take any standardized testing offered by the educational records bureau (erb), q: is there an after school program, q: is there bus service provided, q: when will i have my admissions decision, q: what do i do if my child is applying for a non-entry point grade, q: do you offer spring tours or open houses, q: what is the best way to communicate with the admissions office, q: how do i find out more about the admissions association isaagny.

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11 Tips for NYC Kindergarten Applications

Applying for kindergarten at NYC independent and private schools seems complicated, especially if you didn’t grow up here. Or even if you did! This journey requires planning, patience, and persistence. Here are our top tips for navigating the process with a bit more ease and organization. Looking for the 2022-23 tips? Here they are!

1. Narrow your list of kindergartens.

You don’t want to end up applying to 20 schools when only 10 would be suitable for your child. Make the process easier by learning about the many curriculum styles in New York City. Traditional, progressive, Montessori: schools have varying types of approaches to learning.

Are you looking for single-sex or coed? Do you want a school affiliated with a synagogue or a church? The more knowledge you have about the different types of programs, the easier it will be to narrow your list to match what your child needs.

2. Look at independent school websites.

Look at schools’ websites. Start with the Parents League list of schools, which provides links to over 150 NYC independent school websites.

3. Register for school virtual open houses.

Check school websites for updates. Parents League collects dates for virtual open houses, info sessions and tours on our frequently updated calendar of virtual and in-person school events .

4. Create a list of eight to ten independent schools to consider.

Speak with someone who knows the environment and culture of the school. Parents League advisors visit NYC independent schools and meet with heads and admissions directors. They can provide insights to help better match your family with the right school.

5. Speak with your Preschool Director.

If your child is in a preschool now, the director may provide help finding a kindergarten. They know your child and your family and can help point you in the right direction.

6. Download applications online ASAP.

Depending on the school, you’ll be able to request an application by phone or download it from its website in the summer or early fall. Use a chart to keep track of applications and deadlines .

7. Submit applications early.

Many schools will only schedule tours and interviews after you have completed an application, so get them in early in order to schedule those dates!

8. Prepare for school visits and interviews

Often there is a tour for parents and a separate visit for your child. Watch our video: How to Prepare for a Kindergarten Interview

Topics covered:

• What can parents do at home to prepare for their child’s visit to an independent school?
• How should they describe the visit to their child?
• What types of activities will children be doing during the kindergarten interview?

Ellen Birnbaum, Director of Early Childhood Programs at the 92nd Street Y answers these questions and more.

9. Don’t wait on financial aid.

If you are applying for financial aid, do so when you apply. Schools need to know how much financial aid funding to allocate to families. Not sure if you qualify? Speak to a Parents League advisor about the process. Look to websites for helpful guides and tips .

10. Consider early notification if you have siblings or legacies.

If your child is a sibling or legacy at a school, let the school know if you wish to be included in its optional early notification for legacies program. If your child is accepted, you are then obliged to attend that school and withdraw your applications at all other schools.

11. Mark your calendar for notification and reply dates.

Find out when schools will notify you about acceptances and when you’ll need to reply to them.

Getting your child into the right kindergarten is a big deal. By planning ahead and not waiting until the last minute you will certainly feel more confident and  in control of this process. If you are still confused or need help, contact us to set up your appointment with an experienced Parents League school advisor so we can support you with this important step in your child’s educational journey.

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Kindergarten

Welcome to nyc kindergarten admissions.

Visit your Dashboard to add your child and start their Kindergarten application (when available). Click on Get Started from your dashboard and we’ll walk you through the process step by step. If you need more assistance, you can visit this Help section at any time.

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Sign up  for the Kindergarten admissions email list to get admissions tips and reminders.

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Parents’ Manhattan Kindergarten Application Essay

By faith salie.

Please use this space to tell us what you would like us to know about your child. Your insight is important to us and very much appreciated.

How do we sum up our daughter in a brief essay? Toile entered this world four years ago, vaginally, absorbing the good microbes that allow her to be a nut-lover and not one of those children who has to go everywhere with an EpiPen. Our doula Salome said she had never witnessed “such a supple birth.” Our labor playlist featured Wagner’s “Ride of the Valkyries,” which we believe accounts for Toile’s near-perfect pitch as well as her extremely powerful diaphragm.

Every day with Toile is full of a thousand questions: “What’s the difference between Parma ham and prosciutto?” “Can I have a Hamilton birthday party?” “Mom, why did you go to PureBarre and Physique 57 today?” During her child-led, unstructured playtime on our drives to the Hamptons, she loves to ask our driver Hasaan all about how he rides his camels. He always tells her that not all people from Egypt ride camels and that he has lived in the United States for 27 years. It’s become a sweet little inside joke between them.

Our family celebrates diversity. Toile is just as happy to go to Forest School with Ivan, the son of that guy who owns the Nets, as she is to play No-Stress Chess with Saanvi, the daughter of a partner at McKinsey. For Halloween, she dressed as a fencer in a hijab! Our housekeeper is from Ecuador, and our dog groomer is some kind of mix. Arvin, the man who comes to blow out my hair every three days, is gay. Toile simply doesn’t see color or gayness.

Toile is generous. She loves giving donations to Raymond, our family Rolfer, who has a daughter about Toile’s age. “Gently used!” she exclaims, with the gratified gleam of a future philanthropist in her eye, as she thrusts a Citarella bag full of Jacadi at him. When we leave a restaurant, she always offers my leftover salad with dressing on the side to homeless people. At the nail salon, she tips 30%. At age 3.8, she spearheaded a fundraising auction for her nursery school, L’Ecole des Enfants des Parvenues, and raised $42,000 by enrolling all the kids to get their parents to agree to a “Country Home Swap.” Our family had a fascinating time staying in the Poconos house of her little friend Aviva. We learned there’s a slippery slope from “rustic” to “ramshackle” (linoleum?!), but it gave us the chance to teach Toile, “ À chacun son gout. ” Or, as we like to say, “Not everyone’s country house has a mudroom!”

Talk about innovative. Although we do not partake in the Jewish faith, Toile has created her own line of bespoke kippot on Etsy, using the locks of her little Jewish boyfriends after their Upsherin ceremonies. She takes the fine hair that the boys’ mothers finally cut when they turn three and turns it into a paintbrush. Then she paints kippot in bright colors. Her work is quite fauvist! She calls her line “Up, Upsherin And Away,” demonstrating her ingenious skills at wordplay.

When we curated Toile through preimplantation genetic diagnosis, we knew we were getting an XX with overall chromosomal normalcy, but we could have never have predetermined her resilience! Toile has managed to embrace no fewer than seven nannies in four years, each of whom we consider part of our family until Toile accidentally calls one “Mommy.” When the nannies go back to the agency, our daughter never cries; she only asks to see Hamilton again. One of her favorite sayings is, “If at first you don’t succeed, try try again!” which is something she recently said to me when she found me sitting in my boudoir, staring at my framed Master in Public Policy degree, weeping.

Not least, it is with great pride that we report our daughter is already an activist. During our most recent safari in Kenya this past summer, Toile was made aware of the scourge of Female Genital Mutilation. I’m not sure why our room maid told her about it, and I’m still not sure if Toile understands what a clitoris is or does (I’m not sure her father does either, haha!), but Toile did tell her classmates about it at her Show & Share, using the African fertility doll we brought home. She left her teachers speechless with her maturity and consciousness-raising.

We love our daughter beyond the allotted word count for this essay. I often tell her she’s my reason for living, which is why I quit my job at a high-profile think tank in order to breastfeed her on demand. We have every confidence that she will self-wean before she starts kindergarten next fall.

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5 Tips to Write a Great Parent Statement

As admissions season heats up, we highly recommend that families begin drafting parent statements for the schools that require them. Not all schools require parents to write introductory statements about their child, but many do, and some even require the submission of a parent statement as a first step in the admissions process.

Many parents are confused about how to write a great parent statement. For most, it’s the first time that they’ve had to compose a formal piece of writing capturing their child’s unique personality. While the format of a parent statement might feel unfamiliar, try to keep in mind that you’re writing on a topic that you know best of anyone in the world: your child. Here are five tips to make sure your parent statement resonates with the admissions committee:

1. Quality over quantity.

You might have pages and pages worth to write about how amazing your child is, but admissions committees only have so much time to review each application. Some schools will stop reading if statements are overwhelmingly long. Keep your writing concise, clear, and to the point; 300 words that present a clear thesis about your child’s personality are always better than 500 words that ramble without a clear point.

2. Use anecdotes.

It’s easy to gush about your child and accidentally fall into generalities: they are so kind, so smart, so driven, etc. Your parent statement will make a more lasting impression if it shows rather than tells; use a story to illustrate an adjective. Your statement should include two or three academic or social experiences that demonstrate your child’s unique characteristics, abilities, or views of the world. Remember #1, quality over quantity: anecdotes don’t need to describe every single detail of the situation, but should provide a few sentences of context and details.

3. Don’t name-drop.

Some parents think that admissions committees are looking for every reason to admit a child who is connected to board members, alumni, or even celebrities. Not true! Name-dropping prominent figures might actually turn off admissions committee members. Your parent statement is a precious opportunity to provide your insider perspective on your child’s personality and development; it’s a waste to use that space to list names, no matter how impressive they might be.

4. Maintain consistency with the application.

Schools look for consistency across all parts of an application, including school reports or transcripts, teacher recommendations, student essays, parent statements, and interviews. Make sure that the child you write about in your parent statement is the same child that shows up for an interview. This is particularly important for high school applications; don’t write about a set of interests or characteristics that your child will (unintentionally or intentionally) contradict when they emphasize their own points of view in an interview.

5. Be honest and authentic!

Above all, write about how you truly feel about your child. A parent statement full of genuine love and respect for your child is always better than a statement that artificially focuses on achievements or skills. Do not feel as though you have to impress the admissions committee with the amazing things your child has done; instead, paint an authentic picture about your child’s unique personality, including any areas where they have an opportunity for growth. Remember not to overstate, either: a child who donates his or her toys to charity is not a “philanthropist,” just an empathetic kid who wants to give back.

Need more guidance on your parent statement? Admit NY maintains a full library of parent statement examples, and is always ready to advise on statements for your unique circumstances. Reach out to schedule a consultation today .

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Psychotherapy, personality, application letter for kindergarten admission(5 samples).

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Examples of application letters for kindergarten admission

The best format for writing an application letter requesting kindergarten admission for your child is as follows:

[Address line]

[State, ZIP Code]

[Recipients Name]

Dear [Recipients Name],

I believe that I am highly qualified and deserve to go to your honorable school because (list down the various positive qualities that you have here). Also, you will find that I have excellent academic records from my previous school.

[Senders Name]

Sub: Request letter for primary school admission

“The Principal,                                                                                                  Place:

XYZ primary school,

address:________.

Sub: Request letter for primary school admission.

Dear sir/madam,

              This is an application for my child’s admission at your primary school. I am a bank employee and recently I have transferred to Bangalore from Kolkatta. When I have enquired about several schools in our locality I heard a lot of positive feedback on your school.

Thanking you in advance.

Yours sincerely,

“Amrita Thakur

Hyderabad – 123564

The Principal,

BMR School,

Subject: Request for admission

Dear Sir/Madam,

With due respect, I, Amrita Thakur, mother of Priyanshi Thakur, would like to request you to consider my daughter’s application for admission to your school for Class 5, for the current academic year. I have heard a lot about your school, and I would be a proud parent if my child gets admission in such a reputed school. I believe it would be a great opportunity for her to improve academically and have a bright career.

She has completed her 4th standard from MD School with impressive grades (98%). For your reference, I have attached copies of her certificates and grade sheets. She has achieved various certificates in co-curricular activities; I have attached copies of them as well. I can promise that she will continue to do her best, if given an opportunity. I shall be highly obliged for the same.

Awaiting your positive response.

Yours faithfully,

Amrita Thakur

“Dear Sir/Ma’am,

Sincerely Yours,

[Mobile No],

[Email ID].”

Frequently Asked Questions:

When do we send a request letter to the principal for admission.

The best time to send a request letter for admission is before the start of the new academic session and if there are vacancies for the particular class/standard.

How do I write a letter to my school principal for admission?

“Dear Sir/Madam, With due respect, I, Amrita Thakur, mother of Priyanshi Thakur, would like to request you to consider my daughter’s application for admission to your school for Class 5, for the current academic year.”

Sample Application Letter for Primary School Admission

https://docpro.com/doc851/school-application-letter-kindergarten

https://byjus.com/english/request-letter-for-school-admission/

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• Applying to Kindergarten

Applying to Kindergarten - Admission/Application Essay Example

• Subject: Education
• Type: Admission/Application Essay
• Level: Undergraduate
• Pages: 2 (500 words)
• Downloads: 2

Extract of sample "Applying to Kindergarten"

He is mathematically oriented and loves reading books and watching games. He is extremely friendly and adjusts easily to a new atmosphere. He is a sharp learner and tends to learn things that interest him. Pranav is extremely caring by nature and even though we are working on his habit of trying to gain attention, we do know that he puts others before himself. We are well aware that our son has a few drawbacks but since he is still learning I am sure we can help him overcome them. His tendency to differentiate things often makes him resistant to learning new things that he does not like, for example, he never practices writing or completes a task that does not interest him.

He is a picky eater and often skips eating his vegetables. He tends to lose focus easily while talking to others which we have controlled by making him attend swimming and tennis lessons where through positive reinforcement he has learned to listen keenly to others. We have taught him the values of respecting his own culture as well as that of others. All together Pranav is a promising child with immense potential which needs proper guidance.It is true that parents are a child’s true teachers but we cannot deny the fact that a school plays an important role in a child’s life.

In our culture and religion, a guru or teacher’s position is higher than that of a parent. Pranav is in his “de-novo” stage and we want him to receive a holistic education that would not only make us proud parents but would make him a good human. We want to provide the same environment that Pranav has been accustomed to so far because even though he is good at adjusting we as parents realize that it can be stressful. St. Marks's high ratings, holistic curriculum, and the students themselves represent the great standards of education, and we as parents want our son to have the best form of education possible.

We are sure that the faculty would help Pranav overcome his little negative points and hone the positive skills and help him not only set goals but achieve them. As parents, we would love to be involved in the growth of our son and that of the school. It is our dream to try and provide our child with the best that we can and help him become a responsible, reliable, honest, and educated citizen. We are looking forward to becoming a part of the huge St.Marks family and watching our son embark on his journey of education with guidance from St.Marks.

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CHECK THESE SAMPLES OF Applying to Kindergarten

Correct the grammar and make it clear, discuss your most significnt cdemic or personl chievement, education for the future, kindergarten students, lesson plan #1, kindergarten scenario.

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Pre-Schooling Before Kindergarten Admission Essay

• To find inspiration for your paper and overcome writer’s block
• As a source of information (ensure proper referencing)
• As a template for you assignment

Introduction

Children have a lot to learn, and when at the right age, they are taken to kindergarten school, where they start to pursue education. Today, parents in the United States introduce their children to pre-schooling before kindergarten admission to have the upper hand in class. The pre-exposure to schooling makes the students conversant with learning; thus, while the newly admitted students who have no pre-schooling start from scratch, the other schooled students are way ahead in classwork.

The decision to pre-school children by other parents led to the writing of this action research proposal. Is it beneficial for students to have prior schooling before entering kindergarten at public schools?

PPR Competency

Pre-school is beneficial to students learning and academic achievements; however, most parents do not know about it. I asked my friends if their families implemented pre-schooling on their homestead, and only a few were familiar with this practice. Despite its benefits, I am convinced that pre-schooling is not practiced because of a lack of awareness.

The teachers who tutor the children should be able to relate well and understand how to maximize the benefits of pre-schooling. Competency 001 of “Pedagogy and Professional Responsibilities” states that a teacher should acknowledge the stages of human development and apply them to plan instructions and assessments that are respective to their developmental needs, characteristics, and student motivation. Teachers need to understand the development stage of a child to maximize pre-schooling.

Description of the Problem

The problem that needs addressing is whether it is beneficial to have pre-schooling before entering kindergarten in public schools. Some students are beneficiaries of this early schooling, while others have suffered late admission into kindergarten. When the child starts to talk and understand words, the child can learn. Early introduction to learning enhances the development of the child as a thinker. Children who start learning early before others are better positioned to communicate and comprehend information quickly.

Pre-schooling makes children exposed to new ideas and concepts, thus becoming familiar with and starting to apply them, such as counting numbers and greetings. The familiarity allows the student to understand and use, thus becoming more active in the classroom. Pre schooling makes students confident in themselves compared to those who start schooling in kindergarten. The students who had no pre-school tend to be shy as they are afraid to make mistakes. The concern is on the instructional strategies as the educators get the opportunity to nature independence and strategic learning in these students early enough.

Instructional Strategies

Instructional strategies are teaching techniques used by teachers to promote independent strategic learning among students. Instructional strategies help the student by motivating and helping them focus their attention and evaluate their learning process, organizing information to remember and understand. The strategy needs the involvement of the student, and the teacher as the pre-schooling students are young and thus delicate to handle. The plans are effective in improving the child’s ability to remember and understand the concepts being taught. The instructional program includes; graphic organizers, student-centered, relevant vocabulary, little lecture, and student movement.

Graphic organizers are learning materials in chats, shapes, or paintings that help the children understand what is being taught. The graphic organizers enhance learning in children by visually organizing new information, thus easier to remember and apply because of their visual quality. The teacher uses these materials to explain concepts about the lesson to the child since they cannot quickly understand.

The graphic organizers allow them to make use of the vision, which is highly memorable to the student. The strategy will work because children have a quick response to images than verbal communication, abling them to learn new information quickly compared to when it’s done verbally.

Student-centered learning is where you let the student dominate the lesson by allowing them to learn from themselves. Students are allowed to coordinate the education by themselves while the teacher becomes the supervisor. The strategy involves the children and helps boost their confidence as they are allowed to dominate; for instance, a teacher might ask the child to narrate a story. Through this narration, the student can express themselves and thus boost the child’s communication and confidence.

The strategy is effective since children are usually open with one another, especially when there is minimal supervision from the teacher or an elder. The freedom will allow students to participate, making the lesson interactive. As the teacher, the strategy will allow me to learn how to manage a classroom from a disruptive to a controlled learning environment.

The use of relevant vocabulary is a structural strategy that allows learning by using simple, appropriate language that the student will understand. A common understanding between the teacher and the student during the learning experience makes learning and teaching easier. Therefore the teacher is expected to use relevant vocabularies that the student interacts with more often. The strategy would work because if communication between the student and the teacher is established, learning is likely to occur, which is different if the teacher uses vocabulary that the student did not understand. Terminologies used in teaching play a significant role in the students’ understanding of the information conveyed.

The limited lecture is critical in the students’ understanding of what the educator is teaching. A child’s concentration span is limited to a few minutes; therefore, if the class becomes too long, the student will be distracted throughout the rest of the lesson, thus restricting understanding. The teacher should realize this when dealing with pre-schooling students and limit the lecturing time to a period in which all students will be attentive. The strategy is effective since limited lecture maximizes the student’s attention, enhancing understanding compared to when the student is already distracted and unable to pay attention.

The student movement is essential in between learning as it makes the students actively engaged. When the students are let to move about once in a while, it makes them active; hence the teacher will notice improved participation among the students. Students’ engagement in class leads to improved learning as they become attentive and listen to the teacher. When the students are kept sited in the same place for a long time, they become inactive encouraging sleep in the classroom. I believe the strategy can work since increased participation in class increases student-teacher engagement, thus promoting learning.

Literature Review

The book “The Current State of Scientific Knowledge on Pre-Kindergarten Effects” supports my proposed strategy of student-centered learning. The author says that the benefit of responsiveness between the teacher and the children increased child engagement (Duke University, 2017). The interaction between the teacher and the learner is productive in that the students are left to dominate the lesson by sharing their experiences and expressing themselves through various means.

Student-centered learning can include student story narration, drawing of chats, and oral recitation of numbers. The strategy is effective since, in most cases, a student can quickly memorize numbers and letters more than any other thing.

A study researched to determine the student-centered learning effectiveness found that students are more active when managing themselves (Cheung, Ling & Leung, 2017). The students tend to be more actively involved when they have the freedom to do what they want than when an elder or teacher supervises them.

Take, for instance, the student’s involvement during the break period and class sessions when they are supposed to be learning. The students take to heart their freedom and are more involved in the games when playing than in class. The same concept applies to learning as it improves the student’s involvement and participation in learning when they are left to manage themselves.

Investigation made on the different techniques used in teaching English found that graphic organizers improved the students learning and understanding of the lesson(Kalmamatova et al., 2020). The investigation results showed improved memory retention of the class taught with graphic organizers compared to theory. Students respond more to things that they can see and can refer to boost their understanding. For example, the use of diagrams and charts with an animal diagram and name was highly productive.

When you draw an object and name it, the student will easily remember how the object looks and its description. When the same student is verbally told the name of an object without a graphical representation, the student will miss remembering the thing. Therefore, the article supports my strategy of employing graphic organizers to enhance students’ development and learning of new information.

Description of the Strategy to Be Used

I will implement the graphic organizer strategy by pinning chats on the wall with numbers and pictures with the corresponding name. For example, I will have one chart with rainbow colors to memorize all the rainbow colors. The type of data that I will collect is evaluative outcome data. The data collected will be assessed and evaluated through the observation of the response of the graphic organizers. The students will help me determine the strategy’s success by presenting the rainbow colors in order of arrangement.

I will implement student-centered learning by choosing specific days that the student will be earning from themselves. After consulting with the class on the days that they would be teaching themselves, I will supervise and observe the learning. The evaluative data collected in this strategy is; impact evaluative data. I will assess and evaluate the data by following the impact created by the strategy. By taking note of his students’ participation, I will determine the effectiveness of the strategy.

The implementation of the relevant vocabularies is by using the terminologies that the student can understand. The students haven’t been to school yet using more straightforward language that is critical in enhancing the students’ ability to understand and communicate. I will collect the data and use the verbal presentation to determine the success of the strategy. I will ask the students to reflect on what I have taught in or their own words so that I can know if the student understood the lesson.

I will implement student movement by asking the student to stand up when responding to a question and presenting an idea. The mobility will allow the student to pay attention in the lesson and be active during the study. The activeness engages the student’s attention to the educator and the ongoing class. When the student is active and participates in the lesson actively, I will know that the strategy is successful since it has improved the student’s engagement in the class. Teacher-student engagement enhances understanding and learning of new information.

Future Classroom

Having gained experience on the impacts of the strategies, I will narrow down on the most effective ones. The implementation of these strategies has a positive effect on the student’s development and learning. To make these strategies a success, I will need charts and drawings to act as my graphic organizers. The use of these graphics organizers will boost the student’s understanding and enhance the learning process. I will observe the student s behavior in the classroom and counter-check the student’s academic performance and communication. If the students become more active in class and their academic performance improves, it will indicate the strategy’s success.

Counter Argument

One might argue that even though these strategies are effective in early childhood learning, the student will miss out on socializing and interacting with friends. The student’s interaction with other children is essential in the child’s development. When the student’s time is stipulated for studies while other children are playing, the student will be active in class once he or she is admitted to a kindergarten; however, the student will lack social skills. Therefore as parents consider the benefits of pre-schooling, they should remember that the child needs to play with other children as it is also a part of the child’s development.

The Success of the Strategy

I will observe the pre-schooling students’ behavior and participation during learning to determine the success of the strategies employed. The assessment will be casual as it will be observing to notice how the student responds to the strategy. If the student is actively participating in the learning, can freely express themselves, and remember the number chart on the wall, then I will be certain that the strategy is effective. My objective is to ensure the student can understand and communicate freely and confidently in preparation for kindergarten.

Observation list outlook to determine the strategy success:

• Are the students active in class?
• Are the students able to express themselves through narration?
• How does the student react when left to dominate learning?
• Are there any disruptive behaviors noticed?
• How do the students respond to the graphic organizers?
• Is there improvement in the students’ performance and application of concepts taught?

In conclusion, introducing a child to pre-schooling before admission into kindergarten is essential in establishing an excellent academic foundation. An exemplary implementation of the structural strategies also improves the students’ effectiveness in pre-schooling, initiating the student into the learning environment. The structural strategies should be adopted to enhance the understanding and learning process of the student before getting admission into the kindergarten and the practicing teachers’ experience.

Cheung, S., Ling, E., & Leung, S. (2017). Beliefs associated with support for child-centered learning environment among Hong Kong pre-service early childhood teachers. Journal Of Education For Teaching , 43 (2), 232-244. Web.

Duke University. Center for Child and Family Policy. (2017). The current state of scientific knowledge on pre-kindergarten effects . Web.

Kalmamatova, Z., Shamurzaev, A., Ysmailova, R., Belekova, K., Ahmadalieva, D., & Sartbaeva, N. et al. (2020). Graphic Organizers as Effective Methods in Teaching Classroom English. Open Journal Of Modern Linguistics , 10 (05), 459-467. Web.

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Home — Application Essay — Liberal Arts Schools — From Preschool to Kindergarten: A Journey of Adaptation

From Preschool to Kindergarten: A Journey of Adaptation

• University: Bard College

About this sample

Words: 1610 |

Published: Jul 18, 2018

Words: 1610 | Pages: 4 | 9 min read

Almost every weekday morning, I awoke from a consuming sleep and lethargically stumbled into the bathroom. After managing to grip my toothbrush and pour my revoltingly minty toothpaste onto the painfully sharp bristles, I cleared my mouth of bacteria. I changed from functional nightwear into a fabulous Gap Kids sweatsuit and Reebok sneakers. Flanked by a parent and a babysitter, I left my midtown high-rise for an uptown brownstone - the Stephen Wise Preschool.

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Preschool was the center of my world. It was the only place to which I had an allegiance; the only place that I really cherished. It was a place of assured regularity - a bastion of redeeming consistency. It was a place where I could pursue an independent path while receiving endless swathes of support. It was a place where I could socialize with peers, bond with tamed beasts (including a sea of goldfish and Bernard the Dalmatian), and have a few minutes of tranquility to myself.

More than anything else, preschool entertained me. Using nothing more than legos, I constructed suburban neighborhoods and bustling metropolises. For the weekly round of show-and-tell, I boasted about my newest contraptions, be it a police helicopter with flashing red lights, or a new backpack that could be both wheeled and carried. At lunchtime, I delved into the world of gastronomy, tossing Adam's tuna salad into Danielle's tub of raspberry gelatin. I watched Cookie the Turtle lay under under a halved, hollowed-out log, and observed Rufus the Hamster tirelessly shedding calories on his treadmill. Daniel Dolgicer the preschooler led a life of luxury. I was content, and I was cared for. I had no desire to expand my worldly lexicon; I wanted to be a preschooler for eternity. However, I was wise enough to know that my desire to be forever five could not be fulfilled.

June 1993: my morning routine began with a lethargic yawn and ended as I approached the Stephen Wise preschool, as usual. However, on this day, the Stephen Wise building - a large, imposing structure flanked by trees of oak and cedar and mahogany - was adorned with a wall of multicolored balloons. On this day, all my teachers were waiting outside of the school, shaking the hands of students, parents, and babysitters. On this day, a banner was lofted high above the Stephen Wise doorway: "Good Luck in Kindergarten!" Each letter was like a dagger to my five-year-old heart - they signified the conclusion of my career as a preschooler.

That last day of preschool was devoid of fun and flush with nostalgia. I would miss my peers - even the ones that didn't share their cookies at snack time and pushed and shoved their way to the front of the bathroom line. I would miss my teachers: the petite and pleasant Carly; the morbidly obese Sandy; the supremely knowledgeable Wendy. I would miss Stephen Wise's rigorous academia, whether it be sculpting silly putty in "science" or engaging in the weekly game of "Duck, Duck, Goose." On that last day of preschool, I was somber. When the clock struck three in the afternoon, I trotted to my impatiently waiting babysitter and began to shed tears. Not only was I overcome with sentiment, but I was also overcome with fear - fear that Kindergarten would present a continuous slew of challenges that would subsume me in a continuous cycle of failure.

The lore of preschoolers romanticizes the entry to kindergarten; it is a step akin to marriage and the ensuing production of babies - a step taken by many, but conquered by few. Kindergarten was a place where children were transformed into genuine students. It was a place where Barney the Dinosaur lunch boxes were strictly taboo; where children sat diligently and masterminded their strategy during rounds of Sesame Street Checkers; where children counted into the triple digits plainly for self-betterment. Kindergartners even confronted potential death with both frequency and flippancy: pupils microwaved alphabet soup without faculty assistance, cut oranges and lemons without acidifying their eyes, zippered their sweatshirts and jackets without blistering their fingers. Such freedom - foreign to the average preschooler - wase especially daunting to me.

The summer of 1993 was the pinnacle of mental moribundity. I would not wish such an experience on any man, no matter his constitution or moral fabric. Throughout the months of June, July, and August, I dreamt of the bygone. My mind - subsumed by good memories - was unhealthy; my body soon followed. I woke up at dawn and went to sleep well past dusk, yet I did nothing. I reclined for hours upon hours on the living room couch. I watched cartoons with pious diligence, developing quite an affinity for the Muppet Babies and Rugrats. Although my appetite had seen better days, I gulped my babysitter's various soups and porridges. My desire to roam, my desire to learn, my desire to converse - they had been pilfered by time.

As the date of my kindergarten debut drew closer, I was gripped by nervousness. A jittery feeling deactivated my arms and legs. Tight knots in my stomach preyed upon my mood. My confidence was nonexistent - I feared that I would never be able to complete even the most basic requirements. I feared that each day of kindergarten would bring new pain - both mental and physical. Each day of kindergarten would reveal more of my inability. And so I spent the summer months in immobile isolation, fearing that I would make a mockery of the institution of kindergarten and the concept of education. As temperatures moderated with the collapse of August, my apprehension only bloated.

The time was September of 1993. As I trotted from bed to bathroom, I put on a superficial guise of contentness. In actuality, however, my heart thumped faster than that of a cheetah chasing its prey. The bags under my eyes protruded from my face, their deep purple hue unprecedented after a long night of sleep. I was nervous, because today I would navigate through uncharted terrain. Today I would meet new peers, obey new teachers, and engage in activities that I was heretofore unaware of. Today was the first day of Kindergarten.

Suited up, I departed my home with my usual escorts. However, my morning commute was far from ordinary. I boarded buses that I previously was unaware of (the M7), and navigated the hustle and bustle of Amsterdam Avenue - far from the isolated quaintness of the Stephen Wise School. As I approached the imposing 79th street mansion that housed the Rodeph Sholom Day School, I tightened my velcro sneakers and unbuttoned my yellow, suffocatingly puffy jacket (to convey that I was resilient, and I too could weather the winds of September). I triumphed over the last swathe of land between the mansion and me. Each step seemed like an eternity. Each step exponentially increased the intensity of my breaths. Each step drew me closer to Kindergarten.

I scaled the staircase, which led to a gargantuan oak door, polished to perfection. The door opened, and Alejandro - the cheerful security guard with a 6'5 frame and amiable disposition - directed me to the kindergarten classrooms with a crisp point of the finger. He did not know me, he couldn't have, yet he felt that I was a newcomer. He witnessed the methodical thought to which I afforded each move, and heard the subtle nervousness in my voice when I wished my escort goodbye.

I slowly thumped my way towards room 203B - my new daytime domain. As I glanced inside the classroom for the first time, I was awestruck. Bright orange plastic chairs corralled octagonal tables. The walls were plastered with the writings and drawings of past pupils. The bookshelves, adorned by seemingly countless collections of covers, rose like canyons above the neatly carpeted valleys. There was even a quasi-convention center where students would congregate to discuss community issues. The floors were chaotically covered by a tumult of board games, paints, utensils. And then there it was - the microwave, my achilles heel - comfortably sitting atop the kitchen counter. My inability to read, write, paint, and live as a Kindergartner was suddenly shoveled into the back of my mind. Come lunchtime, I would seek food, yet I would find only incineration.

A teacher greeted me, chirping, "Welcome to Kindergarten!" I remained silent, yet she ushered me into the thick of the classroom. She debuted me to the student body, twenty-two strong. "My name is Daniel," I said shyly, my cheeks turning the hue of tomato paste. The crowd sloppily dispersed, and I followed a curly-haired youth (whose name lingers in anonymity) to back of the classroom.

I froze. My jaw dropped. My eyes became hazel pools of unabashed nostalgia and excitement. An ocean of legos pervaded the floor, their boxes literally scotch-taped to the wall. I dove into the plastic dunes, suddenly oblivious to the conundrums of Kindergarten. I began to put block atop block, building beside building. Within minutes, a city center had surfaced. I was proud, I was radiant, I was optimistic. Kindergarten was not so foreign to me, after all.

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The self-inflicted adversity of the summer months proved to be misguided. My adaptation to kindergarten was seamless: synthetic leather jackets replaced bibs, fancy cutlery replaced plastic spoons and edgeless knives, crisp diction replaced lingering lisps. Although I loathe change, my experience as a kindergartner taught me not to fear it. Time cannot be stalled, and change must be embraced. Although my rhetoric is nearly always pessimistic, I subconsciously know that the road of life is a road of constant self-betterment.

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