Beginning School: 3PreK, 4PreK, and Kindergarten

In the education world, June marks a time of transition.

It’s easy to think of major rites of passage—high school and college graduations often first come to mind—but as any parent, teacher, or student will remind you, school life, from preschool to graduate school, is marked by a number of transitions, whether that’s moving up a grade level, attending a new school, or tackling a field of study. Transitions are exciting and scary no matter the age, but are especially important to consider for those experiencing them for the first time. 

Rowland Hall’s kindergarten and first-grade teams spend time each year thoughtfully preparing the current class of kindergartners for the next phase of their academic lives.

At Rowland Hall, many students’ first major school transition occurs when they move from the Beginning School, where they attended preschool and kindergarten, to the Lower School for first grade. It’s a change in the physical building, as well as teachers, schedules, and routines, and it’s not uncommon for kids to feel unnerved about the transition. It’s little wonder, then, why Rowland Hall’s kindergarten and first-grade teams spend time each year thoughtfully preparing the current class of kindergartners for this new phase of their academic lives.

On May 18, those passing by the first-grade quad on the McCarthey Campus may have caught a glimpse of one aspect of this work, when teaching team Bethany Stephensen and Quincy Jackson ’16 led their kindergartners to Galen McCallum’s first-grade classroom. This visit was the kindergartners’ fourth trip to the first grade this year, offering them another chance to examine life as a first grader. (Kindergartners visit all four first-grade classes each spring, and prior to these visits, first graders stop by the kindergarten classrooms so the younger learners can meet them in a familiar space.) On this particular Thursday, the kindergartners were invited to sit within a circle of their first-grade friends to further explore what they can look forward to next year.

“We know you’re going to be first graders really soon,” began Galen, “and we want you to know what to expect.”

The first graders opened the discussion by each sharing one thing that’s different about first grade. “We get to use iPads,” was one contribution; another: “We get three recesses.” The group also covered similarities between the grades (for instance, kindergartners can continue to look forward to PE with Collin and Anna Banana, library with Vicki, and music with Susan). Kindergartners were then invited to ask questions, and they inquired whether first graders ever grew plants or cared for a class pet, where they had lunch, if they had homework. Excitement grew as the first graders responded to each query. The group then divided into pairs for story time (with first graders reading to their kindergarten buddies) before heading outside for a shared recess.

Kindergarten lead teacher Bethany said these first-grade visits build on the year-long kindergarten study of community, which includes an emphasis on building relationships with friends across school divisions. Since the fall, kindergartners have had many chances to meet students in the lower, middle and upper schools, as well as to build community among themselves. The kindergarten team has seen much success with what they endearingly call the “kindergarten switcheroo”: mixing students from all three classes into four groups to spend one afternoon a week together, either in a kindergarten classroom or the TREC Lab. “This is an intentional move to build grade-level community and familiarity,” Bethany explained. “That way, when children are placed in new classes for first grade, their classmates will be known to them, for the most part, rather than mostly unknown, which can help to alleviate first-grade anxieties.”

All of these steps are part of a larger plan to get the kindergartners ready for first grade, but this work, from the students’ perspective, is very quiet, naturally integrated into day-to-day routines—and for good reason. “It can feel really stressful to little kids to talk about a big change too far ahead of time,” said Bethany. “They live in the moment.”

That’s why, even when first-grade visits began in February, the teachers kept the focus on friendship, not on the future change. “They get to play and be together, build relationships,” said first-grade teacher Katie Williams, who taught kindergarten at Rowland Hall for 10 years before joining the first-grade team in 2022–2023. This solid foundation of relationship provides further support when the kindergarten teachers finally begin leading discussions about the upcoming transition near the end of the year—a time where students can ask questions, reflect on personal growth, and explore emotions. “We model that you can feel more than one thing and that’s okay,” said Bethany. “We can feel really excited to be in the Lower School and sad to not be in the Beginning School.”

We spend so much time getting to know these little learners and what works for them.—Bethany Stephensen, kindergarten lead teacher

The teachers also believe it’s okay for parents and caregivers to have big emotions about this change, and hope that they take comfort in knowing that, just as the teachers thoughtfully prepared kindergarteners for first grade over the school year, they will continue to support students and families during the next phase. “We’re all motivated to help bridge that gap,” said Bethany, and many grown-ups—teachers, principals, and support/specialty staff— partner to ensure each student seamlessly receives the support they need to thrive in first grade.

“We spend so much time getting to know these little learners and what works for them, and that doesn’t disappear when they move to the Lower School,” said Bethany.

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Supporting Your Rising First Grader: Tips for Parents and Caregivers

• Continue to build your child’s independence over the summer. Kindergarten teachers spend a lot of time building students’ independence, so by continuing this work over summer break, families will help their child be prepared for the responsibilities of first grade, such as managing personal belongings and daily transitions, as well as build their self-confidence. Let your child take on tasks such as preparing a simple meal, dressing themselves, packing their camp bag, and cleaning their room.
• Follow your child’s lead when it comes to talking about first grade. It’s normal for kids to have a wide range of reactions about the transition to first grade. Some may express apprehension over summer break, while others may not bring it up at all. Follow your child’s lead when it comes to discussing the upcoming school year.
• If your child expresses concern about first grade, believe and validate them—but don’t try to fix it. It can be tempting to want to erase your child’s worries about a new experience, but early childhood experts agree that the best approach is to give them a safe place to express what’s on their mind. Start by saying, “Tell me more,” to get a better sense of what the child is worrying about, then follow up with phrases such as, “That’s interesting,” or, “I wonder what you’re thinking about that.” You can follow up by telling your child stories about when you went through new experiences as a child (including your feelings and what helped), as hearing stories from loved ones helps normalize what children are experiencing. (And if your student is having trouble expressing themselves to you, encourage them to share worries with a stuffed friend.)
• Walk nervous children to class during the first week. For those who are especially nervous to start first grade, have a trusted grown-up walk them to class during the first few days of school to provide a layer of comfort and support. (Rowland Hall parents should be clear this is a temporary step while the child gets used to a new school arrival routine.)
• Communicate with your child’s first-grade teacher. First-grade teachers understand that this transition can be hard on kids and parents alike. Know that educators view families as team members and have your child’s best interest at heart. They will share how to reach out to them during the school year and families are encouraged to use those lines of communication when they need support or have questions.
• Take comfort in knowing that your child will be fine—and will grow as a learner. Remember that going through changes and experiencing new challenges are an important and normal part of child development. No matter what emotions may arise for your child (or yourself!) during the transition to first grade, remember this is an exciting step in your child’s learning journey—and that new adventures cultivate growth, self-discovery, and newfound capabilities in children.

Transitions

Behavior and discipline: no matter what kind of parent you are, they’re two topics you think about often. And chances are, you’re often wondering, “Am I doing this right?”

That’s why in the newest episode of princiPALS, early childhood and elementary school experts Emma Wellman and Brittney Hansen ’02, along with Rowland Hall alum host Conor Bentley ’01, are focusing on behavior and discipline. What do undesirable or challenging behaviors in children mean? And what are the best ways parents and caregivers can guide those behaviors?

By learning to recognize patterns in your own children’s behaviors, you’ll be better equipped to help your children correct, problem-solve, and learn from those experiences.

In this episode, listeners will learn to recognize the why behind children’s actions. “Children are not their behaviors,” explained Emma, so by learning to recognize patterns in your own children’s behaviors, you’ll be better equipped to help your children correct, problem-solve, and learn from those experiences (not to mention you’ll feel more calm in the moment).

And in true princiPALS fashion, Emma and Brittney remind viewers they are not alone in this work. The pals share their own stories of growth, as well as identify resources—from books to your children’s teachers—you can use to help build your knowledge of relationship-first strategies. They also leave you with helpful homework that will assist you in better understanding your children’s behaviors and your responses to them.

Listen to “Behavior and Discipline”—as well as other episodes of the princiPALS podcast—on Rowland Hall's website, Apple Podcasts, and Stitcher.

Podcast

Rowland Hall is a special place.

We all know it. It is an institution older than the state of Utah, built on principles of education that promote personal and academic excellence. And at the heart of the school is community; in fact, the school’s first strategic priority is to cultivate a community where each member thrives. That’s because a feeling of belonging is a key component of a good education—it builds positive relationships, increases engagement, promotes diversity and inclusion, and supports student well-being.

A feeling of belonging is a key component of a good education—it builds positive relationships, increases engagement, promotes diversity and inclusion, and supports student well-being.

With a 3PreK-through-twelfth-grade program, Rowland Hall is one of a handful of schools to encompass such a range of ages and stages of development in a single community—and, in the near future, on a single campus—giving us unique opportunities to build community across grade levels. But even with two campuses, faculty and staff are using cross-divisional connections to benefit students, and an extra-special bond has been nourished between our kindergartners and seniors. For years, each kindergarten class has visited the Upper School as part of their community unit, and would later present the graduating class with a gift, a handmade bookmark, in the spring. This year, though, kindergarten-senior interactions have become more frequent, which is creating even deeper bonds.

“We started with the gratitude project the seniors do every year around Thanksgiving,” said English Department Chair Dr. Carolyn Hickman, who has long worked with college counselors Michelle Rasich and Coral Azarian to provide stress-busting opportunities for seniors during college admission season. This year, said Dr. Hickman, they decided to include kindergartners in that project as a way of building community between the campuses. “The seniors helped kindergartners create gratitude garden posters. It was great seeing them on the floor with their younger partners, helping them write and sound out letters.”

This senior visit to their kindergarten friends helped to emphasize the idea that Rowland Hall, while made up of 15 grades and four divisions, is one large community. And it’s inspired the two grades to look for other opportunities to reconnect, resulting in a second senior visit to the McCarthey Campus, where the older students and kindergartners decorated and raced wooden cars, played in the snow, and cut out snowflake decorations for the Upper School’s winter dance.

“It’s a good reminder that the school is bigger than our little bubble,” said kindergarten lead teacher Mary Grace Ellison, as opportunities to create connections between older and younger students have profound impacts. While the kindergartners get to know more about where they are going, the seniors get to look back on where they have been—and reflect on how it has shaped them as lifelong learners. “To play is to learn, but by the time they are seniors the time and space for playfulness in their lives is limited,” said Dr. Hickman. “So to remember through these interactions that learning is a kind of play, to have a little flashback of that, I think is really valuable.”

“For me, connecting with the kindergartners is an extremely unique opportunity to reflect upon my own personal academic journey at Rowland Hall,” said senior Macy Olivera. “I look forward to the experience because the kindergartners provide an unmatched amount of energy and excitement and remind me of how far I have come as a learner.”

For me connecting with the kindergartners is an extremely unique opportunity to reflect upon my own personal academic journey at Rowland Hall. I look forward to the experience because the kindergartners provide an unmatched amount of energy and excitement and remind me of how far I have come as a learner.—Macy Olivera, class of 2023

The visits to the kindergarten classrooms are completely voluntary on the part of the seniors—after all, they are pretty busy with advanced classes, extracurriculars, college plans, and other commitments. Despite that, every senior has made time to take the trip up the hill, many because of their own memories of being on the McCarthey Campus, as well as how their interactions with older students made them feel more part of the community.

“When I was younger, it made me feel included to have the ‘big kids’ make me feel like they wanted to be with us, not like they had to be,” said senior Eli Borgenicht. “So, I always try my best to look like I want to be there and help them have a good time. Making these kindergartners' days with fun activities brightens my week.”

While the seniors have primarily traveled to the McCarthey Campus this year, the kindergartners did get to visit their older buddies on their turf at the Lincoln Street Campus during their annual visit to the 9th and 9th neighborhood as part of their community studies. The kids stopped by to see where the older students go to class, study, eat, and play. They even got to meet Roary the lion. “From an early childhood standpoint, allowing these children to be really involved in learning about their community is huge for them,” said Mary Grace. “It's important for them to find their place in the world and understand it through a community lens.”

The partnership between the seniors and the kindergartners, as well as the buddy programs in other grades, strengthens the bonds and ensures that supporting a strong community priority is lived every day at the school. It will be exciting to see the opportunities for community growth once all grades are on one campus.

“It’s beautiful to see these connections,” said Mary Grace. “This could be all the time. This could be the new normal very soon.”

Community

Good things are worth the wait. After a hiatus during the 2021–2022 school year, Rowland Hall’s princiPALS are back in office, ready to help families understand the preschool and elementary years and offer tips on how to raise children who thrive.

In addition to a new season, princiPALS is proud to present a new pal: Beginning School and Lower School Assistant Principal Brittney Hansen ’02 has joined Emma Wellman in the role first held by former Lower School Principal Jij de Jesus. (Jij is now Rowland Hall’s director of capital giving.)

“I’m very excited to join the podcast and help members of our community, and beyond, understand that they have support when it comes to raising young children,” said Brittney, who, in addition working as an educator, is a parent of three preschool- and elementary-aged children. “I truly understand the challenges of parenthood and believe we’re all in this together.”

For me as a parent, it’s time to recommit to giving my kids opportunities to struggle productively—to giving them chances to take risks, to get messy, to feel disappointment, because I know that that’s what they need. We couldn’t give our kids many of these things during the pandemic years, but we owe it to them to get back to this. They really deserve it.—Brittney Hansen ’02, Beginning School and Lower School assistant principal

In the first episode of season three, Emma and Brittney, along with host Conor Bentley ’01, revisit the topic covered in the podcast’s very first episode: resilience. Recorded in fall 2019, princiPALS’ inaugural episode was designed to help parents and caregivers learn what resilience is and how to build the skill in their children. But not long after the episode was recorded, the world changed. As COVID-19 quickly spread, parenting began to look completely different, and our overall tolerance for risk—a necessary component of building resilience—was dropped to make room for safety measures.

Thankfully, we’re now living in a different phase of the pandemic—one that’s ideal for caregivers who want to recalibrate their parenting strategies, including introducing the kind of risks that help build resilience in children.

“During the height of the pandemic, we forgot that it’s actually really good and important for kids to do things that may feel unsafe, like walking to a friend’s house, or going into a store alone, or, for really young children, even navigating something like a tall staircase by themselves,” explained Emma. “This is an important part of childhood.”

Join the princiPALS as they revisit what resilience is, discuss how it’s built in children (and how adults can keep their fears in check while building it), and remind listeners of the many benefits of this life skill—like tenacity, endurance, adaptability, and purposefulness—that make the work worthwhile.

“For me as a parent, it’s time to recommit to giving my kids opportunities to struggle productively—to giving them chances to take risks, to get messy, to feel disappointment, because I know that that’s what they need,” said Brittney. “We couldn’t give our kids many of these things during the pandemic years, but we owe it to them to get back to this. They really deserve it.”

Check out “Rebuilding Resilience after COVID” (along with other episodes of the princiPALS podcast), available now on Rowland Hall's website, Apple Podcasts, and Stitcher.

Podcast