The confidence that a child has does not just come out of thin air, but is acquired by having regular experiences of competence and achievement. By giving the young learners responsibilities within their age group, true self-confidence can be developed because the individual is trusted. When a child manages to accomplish a significant task, they will be granted concrete evidence of their own ability. This is a strong association between responsibility and confidence that is at the center of the Elizabeth Fraley Kinder Ready philosophy, in which personal capability is considered the foundation of school success. To families, responsibility incorporation in day-to-day life offers critical practice that augments the achievement-based self-confidence generated in Kinder Ready Tutoring in fulfilling the overall goals of Kinder Ready Elizabeth Fraley.
Responsibility initiates at the level of taking care of personal belongings and care, which directly creates a child with a sense of independence in a child. Organizational and self-reliance are taught by such tasks as putting a jacket on, filling a lunchbox, or putting shoes in a special place. Whenever a child goes through these routines by himself, he serves as an internal message maker, I can take care of myself. This self-efficacy background is one of the pillars of Elizabeth Fraley Kinder Ready's approach that educates children to handle their needs without fear in a classroom.
When responsibility is extended in that a child is expected to give to the family or home community, it enhances the value and belonging of a child. The straightforward, routine tasks such as laying the table, feeding pets, or watering plants bring out a defined role. The adept accomplishment of this role leads to the fulfillment of the feeling of being a useful and significant part of the team. This feeling of competency as an achiever forms part of the social-emotional objectives of the Kinder Ready Elizabeth Fraley model, which is the spirit of collaboration that is required in classroom communities.
Raising responsibility also means that there is the ability to teach responsibility in a supportive manner, where natural and logical consequences are allowed. In case a child fails to put a toy back, it may not be available during the following play. The connection between action and outcome, which should be delivered in a relaxed manner, is the lesson of accountability and the presence of vision. Mature decision-making skills are developed through learning that their decisions have actual but practical consequences. This cause-and-effect thinking is developed and strengthened by the expectations and routines of Kinder Ready Tutoring that are highly structured.
Moreover, specific process-oriented praise that acknowledges responsible behavior also strengthens the relationship between effort and confidence. Comments such as, “You cleared your plate of all the steps without being prompted to say a good job would be better than simply a good job. With that, very responsible," point out the very behavior. This confirmation makes a child recognize themselves as a responsible individual, which creates an intrinsic motivation. This emphasis on recognizing effort is an important part of the growth mentality that Elizabeth Fraley Kinder Ready advocates.
Responsibility can be used strategically as a tool to help a family create more than a helpful habit; the fundamental belief in self-sufficiency in a child. It is these aspects of independence, pride and accountability that are fostered by significant activities that help a child become an active participant in Kinder Ready Tutoring and Kindergarten classrooms with the confidence and initiative to get involved.
For further details on Kinder Ready's programs, visit their website: https://www.kinderready.com/.
YouTube Channel: https://www.youtube.com/@ElizabethFraleyKinderReady
