Education: The Elementary Years, Ages 6 to 10

Adopted April 1990 – Revised April 2018 – Education Commission

California State PTA recognizes that children in the primary and elementary grades have an abundance of physical and intellectual energy, and that their physical and emotional growth, intellectual gains and shifting interests vary widely and develop unevenly. With few exceptions, every child is able to learn when his/her individual capability is recognized and his/her developing self-concept is carefully nurtured.

California State PTA believes that the elementary school must provide the environment, resources and structure that will enable each child to be a successful learner and to develop a positive self-image. Schools must effectively align standards; curriculum, assessment and accountability to ensure all students meet or exceed grade-level English language arts and mathematics State Standards. Components of a productive learning environment include, but are not limited to:

  • A challenging and integrated curriculum that allows children to be engaged actively in the learning process;
  • Academic activities that lead to understanding of course content while encouraging proficiency in basic skills and development of critical thinking skills;
  • A comprehensive arts education curriculum;
  • Flexible teaching strategies and flexible groupings that include children with varying achievement and ability levels, as appropriate, to ensure that each student achieves his/her maximum potential;
  • Intervention strategies including counseling, and appropriate resources to provide needed assistance for students identified as not meeting grade-level English language arts and mathematics State Standards;
  • Activities that teach students to become responsible members of the community;
  • Strategies and resources to help every student develop a positive self-image and to combat the causes of at-risk behaviors; decrease the likelihood of dropping out; and
  • Family engagement that emphasizes:
    – Communication and collaboration with school staff in order to develop mutual understanding;
    – An understanding of the “parent as partner’’ role in areas such as homework, school progress, testing programs, academic and career planning; and
    – Empowering parents to be advocates for their own children’s educational needs.
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