How Firm is Your Language Foundation?

Preschool classrooms must systematically include activities that provide explicit instruction on the most basic foundational skills found on the first block in the pyramid of educational learning. For the purpose of this presentation we will divide prekindergarten foundational skills into Level 1 and Level 2 classifications. Too often teachers assume that these very basic Level 1 skills have been mastered when in fact, many children enter our school systems lacking knowledge of vital language skills such as positional concepts, visual discrimination, sequencing and following directions; just to name a few. Research has proven that having a firm understanding of these basic Level 1 skills is necessary to achieve educational success for gaining knowledge of higher academic skills. When Level 1 skills are in place, the child will more easily acquire Level 2 foundational skills which include phonemic awareness, higher math concepts, science, social studies and creative writing. A combination of Level 1 and Level 2 skills will ensure that preschool children will have success in kindergarten.

Educational expectations have accelerated for four and five year old kindergarten children. Today, four year old kindergarten classrooms focus on academic skills that were typical expectations for kindergarten classes ten or more years ago. Currently, our kindergarten curricula resemble what used to be a first grade curriculum in past generations. Children are expected to read and master math skills at much younger ages. Many preschool curriculums begin lessons with a primary emphasis on phonemics, math, science and social studies skills, which are necessary to prepare children for success in today’s kindergarten. Those curriculums are appropriate for young children who have solid Level 1 foundational language skills in place. There is a large population of children who for various reasons, are missing portions of Level 1 foundational language skills resulting in failure and frustration when attempting higher levels of academic learning. 

After several months or even a year in kindergarten children without a solid knowledge of basic Level 1 foundational skills begin to show signs of frustration and failure. Teachers often refer those children for special services and testing. Many times evaluations trace the problem to the lack of understanding of the same concepts found within the Level 1 block of basic foundational skills. At this point, speech therapists are asked to step in and provide services to repair holes and gaps found in the first block of Level 1 foundational skills. If the intervention is offered early, children have a much better chance of catching up and performing on grade level. The longer the problem continues without intervention, the less chance children have to becoming academically successful in primary school. If children are still struggling with reading and math in the third grade, it is very likely that these children are headed toward becoming high school dropouts. What do basic Level 1 foundational skills have to do with high school dropout rates? Everything. It is essential for early childhood professionals to be aware of which basic foundational skills must be addressed and mastered before teaching letters of the alphabet and phonemic awareness.

This presentation will identify which basic Level 1 foundational skills should be mastered in the early childhood domains of speech and language, cognitive, motor, daily living and socialization. Within each domain we will provide a list of “red flag behaviors” observed in children during play or planned activities which may indicate if a child has a lack of understanding of Level 1 concepts. We will also discuss which concepts should be included in prekindergarten Level 2 foundational skills, including phonemic awareness, math, science, social studies and creative writing. Level 1 and Level 2 skills will be compared indicating why mastery of some Level 1 language skills are linked to Level 2 concepts and necessary for success in higher grades and more complicated academic skills. We will also discuss how to blend Level 1 and Level 2 skills so that children will enter kindergarten with a solid educational foundation.

Whenever possible, it is the job of speech therapists to repair a foundation filled with holes and gaps so that young children will be successful in mastering higher academic skills. We can no longer assume that children enter our school systems with a firm understanding of Level 1 foundational skills. We must find ways to intentionally and systematically provide activities ensuring that we are building a strong educational foundation without holes and gaps. Speech and language therapists play a key role in repairing as well as in building this foundation.