Preparing Career Ready Students? Go Back to Kindergarten

February 16, 2015 — 1 Comment
K centers

Examples of center activities

At the beginning of my teaching career, I worked as the 8th grade English Language Arts teacher in a K-8 parochial school. Once a month, my students would pair up with the kindergarten students to complete a creative project: paper maché globes, paper kites, Q & A interviews. On those afternoons, my noisy and awkward adolescents longingly stared at various learning stations: art centers, counting blocks, easels,finger paints, and beanbag chairs circled around picture books. It was evident that my 8th graders wanted to go back to kindergarten.
And why wouldn’t they want to go back? Even back then, kindergarten combined the elements of fun and learning through a structured day of collaborative and independent activities. In today’s kindergarten classes, the morning meeting is a cooperative exercise where students are oriented for the day’s activities. Language arts centers develop reading and writing skills and include collaborative guided reading or read alouds. Math centers provide materials for independent practice in developing math skills. Structured play activities build social interaction, while recess, especially outdoor recess, allows students to practice unstructured play. “Specials” expose students to the arts and/or other disciplines. The entire kindergarten day day is structured to provide students with multiple opportunities to collaborate or to be independent.

In an article titled Ready for Kindergarten? In Parent Child Magazine (Scholastic publication), five kindergarten teachers discussed what attributes they believe children should have to be successful in kindergarten.

Their recommendations for the top five readiness skills students should have, in no particular order, are:

  • Ability to play well with others
  • Ability to listen
  • Solid oral-language skills
  • Desire to be independent
  • Enthusiasm toward learning

What is interesting is comparing these skills that kindergarten teachers look for in students to the skills that recruiters look for in hiring once students have exited a school system. A recent survey by The National Association of Colleges and Employers (NACE) a non-profit group that links colleges with recruiters, asked hiring managers what top skills they believe to be the most important in recruiting employees. The top skills for recruiters look for are:

  1. Ability to work in a team structure
  2. Ability to make decisions and solve problems (tie)
  3. Ability to communicate verbally with people inside and outside an organization
  4. Ability to plan, organize and prioritize work
  5. Ability to obtain and process information

The elements of collaboration and independence that started in the structures and strategies from kindergarten are evident in both lists. The ability to communicate is critical whether a student is entering as a five year old or exiting with five years of graduate school.

In addition to this information, consider the first-hand individual employee accounts from those who work at Fortune 500 companies that have been designated as “The Best Places to Work.” Included on this list are predictable choices (Google #1) where the  activities of a Google Employee (highly edited) might look something like this:

Google Workspace or Center

Google Workspace or Center

  • 9:00 AM: Morning meeting
  • 11:00 AM: Call with the team to plan
  • 2:00 PM: Brainstorming with my team.
  • 4:00 PM: Submit ideas; Spend ten minutes trying to convince others.

The skills of communicating and collaboration in this abridged account mirror the qualities required by the five kindergarten teachers. And those reviews by employees from various Fortune 500 companies included statements about additional learning, “They really know how to push you” (McKinsey#9) and “Given great opportunities to expand my knowledge about the field” (Chevron #6). The desire to participate or be “pushed” was a connecting thread for all the top rated companies, and that desire for additional learning could be the spark that is ignited in kindergarten.

An example of a Kindergarten workspace

An example of a Kindergarten workspace

I am not suggesting that the focus of kindergarten should be career readiness as has been expressed by some education reformers, but it is surprising how many of the kindergarten-like structures and strategies are embedded in the more successful companies. Perhaps it is no wonder these companies receive such enviable reviews from their employees.

A little creative liberty in rewording one of the reviews from Forbes given by an employee from the top rated company Acuity, illustrates how these structures and strategies in employee satisfaction might sound like the ideal kindergarten experience [my additions]:

One Millennial commented, “I have never worked for a company that has an upper management team [OF TEACHERS] that is so forthcoming and approachable. They are always praising us and you can tell we actually are making a difference in the organization [SCHOOL]. I love coming to work and doing my job [OF LEARNING]. It’s just an added bonus that we often get special treats like food and gifts as well as parties to celebrate our success as a company [CLASS].”

Yup. Let’s not forget that “special treats like food and gifts as well as parties,” are also part kindergarten experience, and just one more way that kindergarten may be preparing employees for those Fortune’s Top 500 companies.

One response to Preparing Career Ready Students? Go Back to Kindergarten

  1. 

    “All I Really Need to Know I Learned in Kindergarten” by Robert Fulghum http://www.scrapbook.com/poems/doc/842.html We can also learn more about how children learn and communicate by watching children, who have never met each other before, become instant friends. I’m sure you’ve observed this collaboration before at a McDonald’s playground, on the beach, or at the park.

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