Why TK?
Differences Between
Transitional Kindergarten and Kindergarten
Introduction
There are three main differences between Transitional Kindergarten (TK) and Kindergarten (K). First, the children in the two grades are at different levels of social maturity, and the skills development work undertaken reflects this. Second, children in K are expected to have longer attention spans and greater ability to concentrate. Third, TK places more emphasis on one-to-one attention, while group work is more prominent in K. However, a principle common to both grades is that each child will be extended and encouraged academically according to individual needs, abilities and readiness.
Social Skills
The children in the two grades are at different levels of social maturity. Accordingly, there are some differences between TK and K in the development of the children’s social skills.
Some of the social skills developed in TK are:
- making own choices
- cooperating with others
- joining in appropriately in a group situation
- listening to and following several instructions
- responsibility for own and class possessions
- responsibility for own behavior.
Children in K pursue a very similar set of skills but at a more advanced level.
Attention and Concentration
Children in K are expected to be able to concentrate on their activities for longer periods of time than children in TK. Accordingly, children in TK have a slightly more formal rest time (30 minutes). The children can lie or sit to read, listen to music or sleep on mats. In contrast, children in K do not use mats.
One to One Attention
There is a greater emphasis on one-to-one attention in TK, while there is more group work in K. The majority of the day in TK is center time. This is a time when the children explore different activities individually or in small groups. During this time the teacher gives individuals attention, giving them help and encouragement in the areas that the children need or are ready for.
Reading in TK is taught individually according to each child’s needs and abilities, whether it involves sharing a book together or the child reading the text independently. Children in K are taught reading in small groups. Children in K usually have the concentration and social skills necessary for small group reading lessons and, at this level, benefit from group interaction.