DD's area isn't maths so I'm not really talking from experience. She is ahead but not to the extent your DS is.
Truthfully I'm disappointed with the extension they offer. The school uses Go Maths and they first year of using it was DD's kindy year, other parents have commented the extension used to be better.
In year one the children worked at their own pace through the activities the teacher set but they can't do that in kindy because not enough children can read, so you really do need to advocate for him, otherwise he may get quite frustrated.
Two good things now
. Firstly DD's school uses Mathletics so totally own paced. Last year DD went through year one (aus), yr one (international), yr 2 (aus) and year 2 (international). Then they refused to let her do more for some reason so she had little to do in those lessons for the last two terms. Both teachers from both years would always include extension in their teaching.
The other good thing is that in kindy they do a lot of concrete maths activities, in groups using counters and lots of everyday materials. Although this will seem to you to be too easy, roll with it for a bit because often you'll find that this really reinforces the basic mathematical concepts that lots of children who can leap to the abstract early on, miss out on and have gaps in their knowledge. This is really important for later on.
Where you will need to advocate, is that there may be some holes in your son's knowledge. Don't let them say "oh we can't extend him because he needs to do this first". Ideally they do both together. Easier said then done though. A child who understand abstract concepts needs to continue with that just as much as they need grounding in the concrete ideas. I think both are important.
It's easy for me to say you have to advocate for him. I had the same thing said to me before DD started and the idea totally freaked me out. I am incredibly shy with those sorts of things and at first bringing something up with the teacher nearly sent me into panic attack. But I've got heaps better and last year even went up to speak to the deputy on behalf of other parents with an issue that had nothing to do with my child at all. It's still really hard but forcing myself to do it enough means I can keep doing it. And I don't really care anymore what they say about me. I do it all very nicely though, no confrontation. The school has shown they care about DD, my contribution is either helpful or not but it's not wrong.
Hopefully the school will have a parent/teacher interview early on. Ours give us a best start report and an interview to go with that (either halfway through term one or near the end, we have a long transition program concentrating on social skills so don't get into real classes for a while). This is your ideal time to talk about all this. That way you've given the teacher time to get to know your DS plus given him time to settle in, honestly I imagine the social side is the major priority first term in all schools. That way you don't feel as if you're up there week one as the ranting "my child is gifted and none of you realise it" parent. If they don't have interviews make an appointment about week 4 or 5 and have one then.
This post has been edited by kyrrie: 07/01/2011, 02:52 PM