Developmental Readiness for Early Transitional Kindergarten
Early Transitional Kindergarten (Early TK) is for children who turn four by September 1 and are developing the readiness skills outlined below. These foundational skills help children participate successfully in classroom routines, group learning, and relationships with peers.
Key Readiness Expectations
Independent Restroom Use
Independent toileting, including clothing and hygiene routines, is the usual expectation for Early TK. Individual needs are considered as described below.
Group Participation
Children should be able to participate safely in classroom routines and remain with their group during activities and transitions, such as gathering on the rug or moving between areas of campus, with typical teacher support, including verbal reminders and modeling.
Social-Emotional Readiness
Children should participate in cooperative activities, respond to redirection, and manage frustration with typical teacher support.
Developmental Readiness Indicators
Group Participation
- Follows daily routines and transitions with typical teacher support
- Shows interest in group participation and is engaged
- Remains with the group during activities
- Participates safely with the group, with individualized guidance and support as appropriate
Communication
- Communicates basic needs (e.g., toileting, hunger, help) using speech or other effective methods
- Understands and responds to multistep directions with developmentally appropriate support
Self-Help & Toileting
- Independent restroom use is the standard expectation for Early TK; disability-related needs are considered individually
- Indicates bathroom needs and cooperates with hygiene routines
- Manages clothing before and after using the toilet without assistance
- Is consistent and confident in using the toilet for all needs
- Is developing consistent toileting routines during rest periods; individual needs are discussed with families
Social-Emotional Readiness
- Separates from caregivers with typical support
- Participates in cooperative play and group activities with peers
- Accepts redirection and is beginning to manage frustration with support
Expressive Language & Regulation
- Uses age-appropriate ways to express needs and emotions
- Responds to redirection intended to guide safe and respectful behavior
- Develops safe ways to interact with others, with teacher support and redirection when needed
- Can be soothed or redirected after emotional upsets
- Applies basic problem-solving skills during conflict
Let's Talk About the Right Placement
Children develop at different rates. If your child is not yet demonstrating some of these skills, we encourage you to speak with your Preschool Director. Together, we can discuss your child’s development, consider individualized supports or reasonable modifications where appropriate, and explore a suitable placement.
Individualized Readiness Considerations
These indicators describe typical program expectations and are not an inflexible admissions checklist. WHPS considers each child’s individual circumstances and requests for reasonable modifications or accommodations, including disability-related needs, consistent with applicable law. Families are welcome to discuss these needs with their Preschool Director. Placement and participation decisions are made individually, taking into account appropriate supports and applicable health and safety requirements.