Transcript The Kindergarten Program

The Kindergarten
Program
The Whole Child
In te l lect ual
De ve l opm ent
Physi cal
De ve l opm ent
and
We l l- B eing
De ve l opm ent
of
Soci al
Re s ponsibil ity
Soci al
and
Em ot ion al
De ve l opm ent
Ae st h eti c
And
Artist ic
De ve l opm ent
What You Should See
What You Shouldn’t See
The Kindergarten Day
The day provides experiences which:
• Develop the whole child
• Allow children to learn a variety of skills and concepts at
their own rate
• Build success
• Reflect the needs, interests, and characteristics of fiveyear-old children
• Encourage the children to explore their world in a relaxed
yet guided way
• Allow children to explore, think, and use their senses
A Typical Day
Ti me
8:25
Su bje ct
Arrival
8:30
Physical Educat ion
8:45
Language Development
9:00
Centre Time

Ch i l dren are fre e to
choose any of the
class room’s centres
Example s
 Children are met at door by teacher
 Children t ake care of personal belongings (coats,
shoes, lunch kits, etc.); teacher assists as needed
 At tendance
 Outdoor play
 Indoor movement act ivit ies
 Gym act ivities – games, movement, dance, drama,
gymnastics, motor skills, t hrowing & receiving,
 Daily calendar act ivit ies
 Poems
 Brainst orming
 Let ter names
 Phonological Awareness (rhyming, let ter sounds,
beginning & ending sounds, blending, segment ing)
 S uggested centres: Books, Construct ion t oys, Big
building blocks, Puzzles & games, Dramat ic Play,
Writ ing Centre, Craft Areas, Paint ing Centre,
Modeling Cent re (playdough, clay, plast icine),
Computer, Listening Centre, Sand and W ater
Centres, Math manipulat ives, Literacy activit ies
9:40
9:45
Book Time
Math


-
10:00
Music

10:15
Snack


10:30
Story Time

10:45
11:00
Teacher Direct ed T ime
Dismissal


-
-
Children’s time to look at books; they are engaging
in reading-like behavior:
How print works (left to right, top to bot tom)
How to t rack (point to words)
The picture and the words “ go together”
Memory reading
Children engage in hands-on act ivit ies to:
Understand numbers to 10, Ident ify, reproduce
and create patterns, Sort and classify, Measure,
Graph
Sing, use rhythm inst ruments, listen to a variety of
music, part icipate in singing games
Children usually bring a snack from home
Somet imes snack is prepared at school, especially
when learning about nutrit ion
Teacher reads good literature to the class; children
learn:
st rategies to enhance and monitor comprehension
to understand concepts about print & books
use phonological awareness
Theme work: A variet y of subject areas, typically
related t o a t heme, are presented in this block:
Science & Social Studies
Health & Career Educat ion
Drama, Visual Arts
Children prepare for home
Learning Through Play
Play should be seen as an essential
experience that extends, enhances, and
enriches a child’s learning.
Through play, children develop:
• Sensory motor control
• Eye-hand co-ordination
• Problem solving skills
Learning Through Play
Physical, social, intellectual, and emotional
development are all enhanced through play.
Children need:
• Time, space, and materials to play
• Adults to support and enable their play
• Encouragement and nourishment of their natural inclination to
play
Learning Centres
Centres in the Kindergarten classroom:
• provide a way of arranging, storing, and presenting materials to
facilitate implementation of the curriculum
• foster all aspects of the child’s development
• allow children to choose activities that vary in complexity and
difficulty
• encourage children to direct their own learning for some time
during the kindergarten day
• should be flexible and adaptable rather than rigid and static
• should vary and change throughout the year
Types of Centres
• Group Meeting Area
• Big Blocks – various
types
• Building Toys – lego,
duplo, bristle blocks,
small wooden blocks, etc.
• Toys – cars, trucks,
trains, imaginative play
(farm, house, etc.)
• Puzzles & Games
• Literacy – ABC activities
• Writing – writing
materials, old cards,
stamp pads, stamps,
stickers, felt pens,
pencils, tracing
templates, individual
chalk or white boards,
chalk, etc.)
• Listening – CD player,
CDs, books
Types of Centres
• Math – unifix, multilink,
beads, pegs &
pegboards, geoboards,
pattern blocks, etc.)
• Dramatic Play – Childsized furniture, dressup clothes, etc.)
• Modelling – Playdough,
plasticine, clay
• Arts & Crafts – variety of
craft materials (all types
of paint, glue, glitter, all
kinds of paper, pipe
cleaners, etc.)
• Painting Easel – liquid
paint, brushes, large
newsprint
Types of Centres
• Books – good literature,
big books, predictable
books
• Computer – selection of
learning games
• Sand
• Water
• Puppets
• Music - rhythm
instruments, shakers, CDs
& CD player
• Cooking - variety of
equipment to facilitate
snack preparation
• Explorations - magnets,
magnifying glasses, plants,
small animals,
thermometers
Themes
• Themes are a way of delivering the curriculum.
• They provide flexibility in order to develop an interesting
and challenging learning environment.
• Theme development provides the teacher with a structure
for planning, teaching and evaluating.
• Themes are related to goals, curriculum and the learning
centres.
• Theme topics can be found everywhere.
• The most successful themes are those that develop from
the experiences and interests of the children.
Topics for Themes
•
•
•
•
•
•
•
•
•
Seasons (Fall, Winter, Spring,
Summer)
Weather
Families
Animals
Dinosaurs
Space
Transportation
Community Helpers
The Circus
•
•
•
•
•
•
•
•
•
•
Friendship
The Rainforest
Farms
Cultural Celebrations
Growing Things
All About Me
Nursery Rhymes
Fairy Tales
Nutrition
The Sea
Planning a Theme
• Choose a topic
• Develop a list of experiences and activities that will
develop the kindergarten goals & learning outcomes
• Identify materials and resources needed
• Determine how to coordinate the experiences into
the daily plan
Sample Activities
Language Activities
• Vocabulary, concepts
about print, letters &
letter sounds
Craft Activity
• Develop cutting,
tracing and printing
skills
• Used to teach phone
number, 9-1-1
Math Activity
• Patterning - use pasta
to create a pattern with
3 elements
Modeling Activity
• Develop fine-motor skills
• Make a 3-D image using
toothpicks & plasticene
• Develop listening skills
Writing Activities
• Develop fine-motor skills
• Provide practice in reading & writing classmates’
names
• Develop letter and letter-sound skills
Presenting Information
• Children can find out
about lots of things and
share what they know
• I want to be a fire
fighter!
More Projects
• Gather and present
information to the class
Dramatic Play - Vet’s
Office
• Dramatic Play area is turned into a Vet’s Office
• It can become many things throughout the year!
Early Literacy Instruction
There are a number of key skills and concepts that should be
presented in Kindergarten.
•
•
•
•
•
Letter name knowledge (upper & lower case letter identification
Letter sound knowledge
Phonemic awareness
The Alphabetic Principle
Concepts of print
Intervention
• School based through the support of the literacy
teacher or support teacher.
• District based through our new summer program for
Kindergarten students.