All standards have strengths and weaknesses. The PK standard too has strengths and weaknesses. A strength that the standards has is that it gives step by step instruction and focuses on modeling and support. At this age level, most of what children have learned has been taught by modeling, instructions, step by step, and shaping from family members and any other individual they have come across. Being so, the child’s ability and skill of learning from these forms of teaching has developed greatly by Pre-School and the standard continues to focus on this skill to branch off into developing second nature skills. The MCCRS weakness is that it depends on a child having prior knowledge and skills before entering PK. A child beginning pre-K should have basic number, letter recognition skills, identifying well-known storybooks and characters, knowing colors and shapes, and knowing the difference between real and pretend. (Faber, 2017). If the child does not have these prior knowledge and skills, the child may not be able to meet each standard on time. The teacher may have to spend more time with the child individually and this could lead to less time with other
All standards have strengths and weaknesses. The PK standard too has strengths and weaknesses. A strength that the standards has is that it gives step by step instruction and focuses on modeling and support. At this age level, most of what children have learned has been taught by modeling, instructions, step by step, and shaping from family members and any other individual they have come across. Being so, the child’s ability and skill of learning from these forms of teaching has developed greatly by Pre-School and the standard continues to focus on this skill to branch off into developing second nature skills. The MCCRS weakness is that it depends on a child having prior knowledge and skills before entering PK. A child beginning pre-K should have basic number, letter recognition skills, identifying well-known storybooks and characters, knowing colors and shapes, and knowing the difference between real and pretend. (Faber, 2017). If the child does not have these prior knowledge and skills, the child may not be able to meet each standard on time. The teacher may have to spend more time with the child individually and this could lead to less time with other