by AIMEE R. RIVERA

In our instructional endeavor as kindergarten teachers, we pause for academics for a while. We focus on giving our learners instructions and routines because these provide them comfort and confidence. These instructions and routines include the process on how to do the activity, what comes next, what is happening. And most especially the eagerness to engage in the learning process is essential. We all know that when children are given the responsibility to take part in any activity or routine, they can easily develop a relationship with the people they interact with and obtain a sense of belongingness and self-confidence.

Looking back on my past experiences, whenever I observed an older pupil struggling, I easily went back to “the basics” and made up from there. But it’s different when I handle kindergarten learners. Simply because, young little minds are just starting to learn how to explore the “world of school” for the very first time.

Kindergarten learners find it a bit confusing to follow instructions until we offer a variety of strategies and do constant practice. They don’t know simple routines such as forming a line, going to the bathroom, sitting, putting things, etc. Since they have no idea yet how to perform such things properly, sometimes they cry, have tantrums, lash out, need more support with interaction. Sometimes  they are  cranky and moody.

Hence, teaching kindergarten is not solely about ABC’s and 123’s inclusively, rather expose them to various experiences to harness their social skills, emotional control, and enhance their abilities to face difficulties in every endeavor as they travel their life’s journey to success.