School tk: What is TK & Kindergarten?

About TKCalifornia • Transistional Kindergarten • TKCalifornia

About TKCalifornia • Transistional Kindergarten • TKCalifornia

The bridge between preschool and Kindergarten for California’s children

Thank you for visiting TKCalifornia, an online hub for finding easy-to-use resources for administrators, teachers, and parents as California expands Transitional Kindergarten (TK) to serve all 4-year-olds. Many educators over the years have called for a developmentally appropriate grade for our youngest learners—now with the expansion of TK, California is on the cusp of achieving the vision of the Master Plan for Early Learning and Care (MPELC), which called for a year of publicly-funded preschool for all children in California.

On this site, you can find:

• Resources for administrators to help them navigate staffing, facilities, funding, and more as TK is expanded to more children.
• Strategies and tools for teachers on classroom management and developmentally appropriate practices.
• Information for parents on what to expect in a TK classroom and how they can help their child get the most out of their TK experience.

Benefits of TK

Transitional Kindergarten (TK) bridges the path between preschool and Kindergarten and gives students the gift of time that will help them build a strong foundation for future school success. It blends social and emotional experiences with academic learning, so that students not only learn essential pre-literacy, pre-math, and other cognitive skills, but also develop social and self-regulation skills needed to succeed in school and life.

TK is a win-win-win for children, families, and schools! With TK:

• Children are better prepared to succeed.
• Families have an additional option to ensure their children enter Kindergarten with the maturity, confidence, and skills they need to excel.
• Schools benefit because children will be better prepared to succeed academically and less likely to be placed in special education or held back in later grades.

Research shows that the return on early investments in education is substantial. According to Deborah Stipek, former dean and a professor at the Stanford University School of Education, “the cost is paid back many times over in reduced grade retentions, special education services and in lower expenditures for incarceration. Returns also come in the form of the increased productivity that results from higher levels of academic achievement and high school completion rates.”

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History of TK

In 2010, California implemented the Kindergarten Readiness Act, signed into law by Governor Arnold Schwarzenegger, which changed how Kindergarten was offered to children in California. Early Edge California, under its former name of Preschool California, sponsored ​​the Kindergarten Readiness Act (Senate Bill (SB) 1381), which was authored by Senator Joe Simitian.

The 2010 Kindergarten Readiness Act changed the Kindergarten entry date from December 2nd to September 1st so that most children are five when they start Kindergarten (some children with mid or late August birthdays may start Kindergarten and then turn five very shortly after). The law also established Transitional Kindergarten (TK), a developmentally appropriate grade to serve our youngest learners with birthdays between September and December.

The 2015-16 state budget further clarified the law to allow school districts to enroll 4-year-olds in TK even if they turn 5 after the December cutoff date, providing another local option to get more children ready for Kindergarten. The Expanded TK approach gives districts an option to use a combination of local and Average Daily Attendance (ADA) funding to offer school readiness opportunities to children who might not otherwise have access.

The Road Ahead for TK

In 2021, Governor Gavin Newsom signed Assembly Bill (AB) 130, which will gradually expand Transitional Kindergarten (TK) over a four-year period, between the 2022-23 to 2025-26 school years, until all 4-year-olds have the opportunity to attend a high-quality, developmentally appropriate TK program and enter Kindergarten prepared to learn and thrive.

About TKCalifornia

Early Edge California (formerly Preschool California) and a panel of experts worked together to develop TKCalifornia in 2012 to serve the needs of teachers and administrators as they implemented Transitional Kindergarten (TK). TKCalifornia is the result of a content creation and review process led by 20 experts from across the state, including local school districts, county offices of education, researchers, and state-level decision makers. Their expertise spans the areas of language and literacy development, early math, social-emotional development and executive function, culturally responsive education, and dual language acquisition.

In 2021, Early Edge California partnered with experts to update the materials on TKCalifornia to reflect the expansion to younger children and to ensure that all materials provide the most up-to-date information and recommendations.

The content and materials on this site are based upon the following key agreements and recommendations identified by our experts as critical to TK students’ learning:

• Reflecting the continuum of development of all children, recognizing the breadth of their experience, and meeting them where they are to help them advance.
• Fostering warm, responsive relationships.
• Supporting family involvement.
• Offering examples of developmentally appropriate teaching practices.
• Providing concrete guidance for teachers by showing how to sequence instruction and presenting easy-to-use resources.
• Helping teachers understand the use of formative assessment.
• Supporting teachers in differentiating instruction.
• Articulating with preschool and Kindergarten.
• Focusing on the essential strands for teachers to build the foundation for Kindergarten success.
• Providing integrated learning and instruction.

TKCalifornia is operated and maintained by Early Edge California, a nonprofit advocacy organization dedicated to improving access to high-quality Early Learning experiences for all California children so they can have a strong foundation for future success.

TK in the News

10 things California parents should know about transitional kindergarten

Do you have a 4 year old? This is what you should know about Universal Transitional Kindergarten in California

View all TK media coverage ›

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Transitional Kindergarten Teachers • TKCalifornia

Transitional Kindergarten Teachers • TKCalifornia

Explore various teaching strategies and tools for a successful TK classroom

The term “a gift of time” is frequently used to describe Transitional Kindergarten (TK) and it tells us something important about the power of the grade. Families and educators attest to the tremendous impact the gift of the TK year has on children’s school readiness. A growing body of evidence from TK classrooms across California over the last several years suggests that there are common themes that make this gift of time successful. Designed specifically for the unique needs of our youngest Kindergarteners, successful TK includes integrated, differentiated, and culturally responsive instruction, and includes strong family engagement.

Classroom Management

Formative Assessment

Teaching the Whole Child

Environment

Developmentally Appropriate Practice

English Language Arts

Dual Language Learners

Mathematics

Science and Social Studies

Creative Learning

Playing to Learn

Social Emotional Learning

TK instruction is…

Integrated

In the early years, children learn through hands-on experience and benefit from many opportunities for practice. They strive to make connections between all the new ideas and information they are learning. The most successful teachers make a deliberate effort to reinforce connections by explicitly relating topics and incorporating rich themes into their lesson plans. Throughout each day, TK teachers integrate math, language and literacy development, social-emotional skills, and English language development.

For example, TK teachers plan lessons that allow young children to:

• Absorb new vocabulary while they explore math concepts.
• Practice turn-taking and cooperation while they persist through a sorting activity.
• Rhyme and learn alliteration in songs and chants involving science.
• Learn new academic English through meaningful play, explicit instruction, and contextualized personalized learning.

Individualized and Differentiated

In a successful TK classroom, teachers continually use observation and formative assessment to determine children’s progress along the continuum of skill development and tailor their instruction to help every child flourish. They use small groups, pairs, and individual activities to personalize their classroom program and build on whole-group experiences. To maximize learning for Dual Language Learners (DLLs), TK teachers skillfully employ English Language Development (ELD) instructional strategies. Additionally, this differentiated approach to instruction facilitates the successful inclusion of children with special needs in the TK classroom.

A vibrant TK classroom is busy with activities and conversations and filled with the excitement of small groups composed of children building similar skills together. The TK teacher purposefully designs the classroom to include accessible learning centers that cultivate curiosity and reflect the beauty, strength, and capacity of all children. The teacher also thoughtfully constructs activities so that each child is challenged at the right level to build success, persist through difficulty with little frustration, and get to the next level of skill.

For example, a successful TK teacher might ask all children to find pebbles on the playground. At the same time, in carefully composed small groups, they support one group of children to sort by color while another group adds and estimates. Meanwhile, they are helping build vocabulary, comprehension, and foster cooperation. In one group they might ask for children’s opinions about how to estimate with open-ended questions, and in another, they may ask children to share and describe pebbles.

The TK teacher skillfully integrates children’s play into daily learning activities to support healthy cognitive, physical, social-emotional development.

“Play is important to healthy brain development. It is through play that children at a very early age engage and interact in the world around them.”

 —The American Academy of Pediatrics, 2007

TK classrooms are…

Culturally and Linguistically Responsive

Successful TK classrooms support DLLs and are culturally and linguistically responsive to children from many cultures. Students thrive when teachers create a rich environment and support meaningful relationships that honor culture, ability, and home language.

Teachers should recognize that TK students who speak a language in addition to English and/or who are learning English are contributing positively to their own development and enriching the TK experience for other students. It is important for teachers to understand that DLL children demonstrate their knowledge in the language they are most comfortable in and might not have developed sufficient English language skills to feel confident to respond or fully participate.

Creating opportunities for children to participate through a variety of modes will help ensure knowledge remains accessible and the curriculum is responsive to all learners. Children’s responses should be valued and respected, regardless of the language they use when responding.

Teachers should work collaboratively with parents to develop specific plans and strategies that value and support the ongoing acquisition of skills and knowledge in English and the child’s home language. TK teachers can enhance this practice through systematic support of their students’ use of home language to learn English. The successful teacher will build strong relationships with and between children and provide positive learning experiences that maximize their success, build on their strengths and assets, and minimize the challenges and frustration some may experience during this time. Additionally, when children are provided with multiple opportunities to express opinions and describe their lives, each child feels valued for their unique contributions to the classroom community.

For additional resources and strategies for supporting DLLs in the classroom, please visit the Multilingual Learning Toolkit, an online hub for research-based key principles, instructional strategies, and associated, free, practical, and easy-to-use resources that are geared towards educators who teach PreK-3rd Multilingual Learners.

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of the Labor Code of the Russian Federation Article 351.

1. Restrictions on employment in the field of education, upbringing, development of minors, organization of their recreation and rehabilitation, medical care, social protection and social services, in the field … \ ConsultantPlus

• Restrictions on employment in the field of education, upbringing, development of minors, organization of their recreation and rehabilitation, medical care, social protection and social services, in the field of youth sports, culture and art with the participation of minors

A version of the document has been prepared with amendments that have not entered into force
(as amended on 07/10/2023)

Labor Code of the Russian Federation Article 351.1. Restrictions on employment in the field of education, upbringing, development of minors, organization of their recreation and rehabilitation, medical care, social protection and social services, in the field of youth sports, culture and art with the participation of minors

(as amended by Federal Law No. 489-FZ of December 31, 2014)

(see the text in the previous edition)

Prospects and risks of disputes in a court of general jurisdiction. Situations related to Art. 351.1 of the Labor Code of the Russian Federation

– The employee disputes the dismissal due to the occurrence of restrictions on engaging in certain types of activities

Persons with or who have had a criminal record, as well as those subjected to criminal prosecution (with the exception of persons whose criminal prosecution was terminated on rehabilitating grounds) for the crimes specified in paragraphs three and four of part two of Article 331 of this Code, except for the cases provided for by part three of this article.

Along with the cases specified in Article 76 of this Code, the employer is obliged to suspend from work (not allow to work) an employee in the field of education, upbringing, development of minors, organization of their recreation and rehabilitation, medical care, social protection and social services, in the field of youth sports, culture and art with the participation of minors upon receipt from law enforcement agencies of information that this employee is being prosecuted for the crimes specified in paragraph x the third and fourth parts of the second article 331 of this Code. The employer suspends from work (does not allow to work) the employee for the entire period of criminal proceedings until it is terminated or until the court verdict enters into force.

Persons from among those specified in paragraph three of part two of Article 331 of this Code who had a criminal record for committing crimes of minor gravity and crimes of medium gravity against life and health, freedom, honor and dignity of the individual (with the exception of illegal hospitalization in a medical organization providing psychiatric care in inpatient conditions, and slander), family and minors, public health and public morality, the foundations of the constitutional and security of the state, peace and security of mankind, as well as against public safety, and persons whose criminal prosecution on charges of committing these crimes has been terminated on non-rehabilitating grounds may be admitted to work in the field of education, upbringing, development of minors, organization of their recreation and rehabilitation, medical support, social protection and social services, in the field of children’s and youth sports, culture and art with the participation of minors if there is a decision of the commission on juvenile affairs and protection of their rights, created by the highest executive body of state power of a constituent entity of the Russian Federation , on their admission to the relevant type of activity.

(as amended by Federal Law No. 237-FZ of July 13, 2015)

(see the text in the previous edition)

Labor Code of the RF, Article 351
Labor Code of the Russian Federation, Article 351.2. Expired

Art. 351.1 of the Labor Code of the Russian Federation. Restrictions on employment in the field of education, upbringing, development of minors, organization of their recreation and rehabilitation, medical care, social protection and social services, in the field of…

In Arkhangelsk – the final day of the regional field meeting “School of Safety” – TC “Russia 1. Arkhangelsk” – media about us

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May 30, 2023, 09:43

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Participants – schoolchildren from 11 to 17 years old. Among the tasks: cross-country, orienteering, obstacle course, first aid, search and rescue on the water, fire training and more.

Daria Balatsyr, team captain:

“The water stage is very interesting. We row on the raft ourselves. We throw the end of Alexandrov, circle. The key here is team spirit. And it is imperative that everyone listens to each other and rows at the same time.

Andrey Churkin, fireman of the First Fire and Rescue Unit of Arkhangelsk:

“They try out the elements that firefighters face in their work. This is knitting a double rescue and carrying the victim on a stretcher. And a combat deployment is already a significant job of firefighters, where they conduct a combat deployment, and in the shortest possible time they must supply water to the fire extinguishing site.

The most difficult stage of the Survival Route. The teams spent exactly one day in the forest, where they independently organized life in the field and navigated the terrain.