Transcript St. Richard Kindergarten Program

St. Richard
Kindergarten Program
Teacher
Mrs. Barbara Forbes
ME!








began teaching in 1978
taught kindergarten, Grade One and Combined K/1
my work has been full time (first 6 years), part
time (19 years) and full time again (last four
years)
mentor to new Kindergarten teachers
presenter and co-speaker at Early Childhood
conferences
wife and mom of 4 boys
member of St. Theresa’s Parish
Part of the St. Richard team for the last three
years
I BELIEVE . . . .
I believe . . .
children are a gift from God;
each unique and special
in their own way.
Each child will be treated with fairness,
dignity, respect and kindness.
I believe . . .
everyday is a celebration of life.
I believe . . .
it is my responsibility to create a
positive learning environment.
It is also my responsibility to plan and
create meaningful play experiences
which will encourage curiosity,
thinking and increased independence
in each and every child.
I believe . . .
in fostering a positive self concept
and a high self esteem in each child in
the classroom.
I believe . . .
children should feel success which will give
them confidence to meet new challenges.
I believe . . .
in educating the whole child:
socially, emotionally, physically,
intellectually, spiritually and creatively.
I believe . . .
in providing children with a variety of
learning experiences to demonstrate
their skills and creativity in physical
education, art, music,
language/literacy, mathematics and
movement activities.
I believe . . .
parents play an active role in their
child’s education and will be welcomed
and encouraged in the classroom.
Children need to be given the
opportunity to develop in all facets
of child development in an
environment that is happy, warm,
secure and child-centered.
This year will be a journey on a
path of life long learning.
What is Kindergarten?




Established in 1973
Established for parents, children, staff
& community
1984. . . Early Childhood Philosophy,
Goals and Program Dimensions
Central purpose was to strengthen the
sense of dignity and self worth of the
child and his/her parents


Aim was to provide a positive
environment for children with
community, home and school working
together
Within the Catholic system this was
done within the framework provided
by a particular vision – that of the
Christian experience
Spiritual Growth
The program takes advantage of the
child’s ability to wonder, to question
and to trust in order to help them
develop a sense of God as well as
develop an awareness of living within
the Christian community
Language, mathematics, music, physical
education, social studies and science





Share and cooperate with others
Work alone, small group or whole
group
Experiment, expand abilities &
interests
Express ideas & thoughts
Listen to others





Improve physical skills
Develop use of all senses
Promote cooperation
Provide experiences with developing
skills
Expand vocabulary
Children’s needs are met
in a variety of ways

Home visits

Staggered entry

Inservice days (see
list)

Field trips

Family events
Today: Program Organization








Early Literacy
Physical Skills & Well Being
Citizenship & Identity
Early Numeracy
Environment & Community Awareness
Personal & Social Responsibility
Creative Expression
Information & Communication Technology
What will you see in the
Kindergarten area?















Art
Construction
Cooking
Dramatic play
Games
Library/Computers
Literacy
Listening
Math/Numeracy
Music
Sand
Science
Water
Writing
Large motor skills
HOW DO
YOUNG CHILDREN LEARN?









Direct, sensory experience
Manipulate, explore, experiment with real objects
Learn by doing, moving and talking
Naturally curious
Eager
Structured play
Deal with feelings, interact with others and resolve conflicts
Develop imagination, creativity and the ability to solve
problems
Active learning through play
St. Richard’s
Kindergarten Schedule





1/2 DAY PROGRAM
HOURS OF OPERATION (Morning Program)
8:25 A.M. – 11:05 A.M.
(Mon., Tues., Wed., Thurs., Fri.)
Recess 10:00 – 10:15
HOURS OF OPERATION (Afternoon Program)
12:03 A.M. – 3:00 P.M.
(Mon., Tues., Wed., Fri.)
HOME VISITS (4 days)
Tues., Sept. 4th, Wed., Sept. 5th Thurs., Sept. 6th, Fri. Sept. 7th
STAGGERED ENTRY (4 days)
Mon., Sept 10th, Tues., Sept 11th, Wed., Sept. 12th & Thurs. Sept. 13th

FIRST DAY FOR EVERYONE: FRIDAY, SEPTEMBER 14TH

FIRST PARENT MEETING: TUESDAY, SEPTEMBER 18TH

FEES: $125.00
SEPTEMBER
Tuesday, Sept. 18th
KINDERGARTEN PROGRAM NIGHT









Yearly Plan
Newsletters/calendars
Birthdays
Special Person Box
Language/Literacy Program, Social Studies, Math
Inservice Days (see list)
Snacks
Gym
Local Advisory Committee (chairperson, kinder-cooking,
house decorators, play dough makers, sewing and library)
Highlights from 2006 - 2007




















“ME” Celebration
Read-In volunteers
Pumpkin Carving Night for Families
Safety City Field Trip
Health Nurse visits
Gymnastics Field Trip
Skating Lessons
Pancake Breakfast/Santa Visits
Christmas Field Trip to Mrs. Forbes’
House
Trip to Hawaii
Friendship Celebration/Red Day
Pyjama Day
100 Day
Charlotte Diamond Concert
Rutherford House Field Trip
Bowling Field Trip
Calgary Zoo field trip
Mother’s Night Tea
Farm Field Trip
Dad’s Kite Night
Transition from
Home to School




Talk about Kindergarten; reassure your child it will be exciting
and fun.
Visit the school; meet the teacher; see the classroom.
Help your child develop a sense of responsibility. Have your child
put on his/her shoes with moderate assistance; shop for shoes
that are easy for your child to get on and off by themselves.
Please avoid tie shoes unless your child can tie them by
themselves.
Provide opportunities for your child to interact with other
children to help promote the development of social skills.




Explore the world that your child lives in. Make every
opportunity a valuable learning experience by talking
about what he/she sees. (ie. point out to your child the
use of numbers/letters on license plates, street
signs,telephone)
Encourage your child to know personal information about
themselves (ie. first and last name, phone number).
Talk to your child everyday.
Read to your child everyday.
Think about . . . home to school

Ensure that your child is healthy by having a medical evaluation. Address
any concerns regarding development, activity or attention level directly with
your physician. They are good sources of information on child development,
professional and community resources.

Have your child’s hearing and vision checked.

Remove any barriers to learning by ensuring your child receives adequate
sleep and appropriate nutrition prior to coming to school.


Maintain as much routine, structure and consistency as possible at home.
Once school starts, rrive at school on time every day to ensure that your
child receives the full benefit of the Kindergarten Program.
Have reasonable rules and clear expectations for your child’s age of
development. Utilize discipline practices that are gentle, firm and logical.





Make sure your child has an opportunity within the home to
reinforce and practice kindergarten values (i.e., sharing,
respect) and skills (i.e., reading printing, counting and cutting.
Provide your child with crayons, pencils, markers, paints and/or
sidewalk chalk. Show your child how their name is printed. As
you print their name, say the letters that you are making and
encourage your child to try doing the same. Always say the
names of the letters as your child attempts to copy print
his/her name.
Create an environment where children practice and observe good
social skills and are not exposed to inappropriate role models
(i.e., T.V. violence).
Provide your child frequent opportunities to learn, socialize and
play.
Explore community and professional resources on child
development, parenting and recreation (i.e., public library, health
unit).
SUPPLIES

LARGE BACKPACK

INSIDE RUNNING SHOES (WITH
NAME) TO BE LEFT AT SCHOOL (NO
TIE SHOES PLEASE)

MR. SKETCH MARKERS

1 BOX OF KLEENEX (150 – 200)

1 BOX LARGE ZIPLOC BAGS (20 – 30
BAGS/BOX)
THE ROSE
When we plant a rose seed in the earth we
notice that is small but we do not criticize it as
“rootless and stemless”.
We treat it, as a seed giving it water and
nourishment required of a seed.
When it first shoots up out of the earth, we
don’t condemn it as immature and underdeveloped; nor
do we criticize the buds for not being open when they
appear.
We stand in wonder at the process taking place
and give the plant the care it needs at each
stage of it development.
The rose is a rose from the time it is a seed to the
time it dies, within it, at all times it contains its
whole potential.
It seems to be constantly in the process of
change; yet at each state, at each moment, it is
perfectly all right as it is.
That’s all folks……
Created by
Barbara Forbes
for
SPRING
ORIENTATION