sequent learning,

‘ problem-solving

‘a decision

Kindergarten in School Distr
From Curriculm Goals to Learning Experiences

BY EM. DANIELS, Supervisor of Primary Instruction -

Photos on Page 8

Kindergarten in School
District No. 88 {Terrace}
From Curriculum goals
to Learning Experiences

The Kindergarten
program is designed to
extend social and
emotional development,
promote physical and
mental growth, stimulate

-language _ development,

and build feelings of self-
esteem. The following
statements represent
reasonable and im-
portant goals for our
youngsters because they
reflect skills that are
necessary for ail sub-

Our Goals of Early
Childhood education
Assisting the child in
mastering receptive and
expressive janguage
skills that are necessary
for the development of
and
thinking abilities.
-Assisting the child in
the development of
sensory perceptual skills.
-Assisting the child in
developing gross and fine
motor skills. .
-Assisting’ the child in
acquiring interpersonal
skills necessary for in-
teracting effectively with
peers and adults.
-Assisting the child in

* acquiring intrapersonal

methods such as direct
instruction, - guided-
discovery learning, free-
play activities, and
tutorial sessions in order
to meet the needs of each

child. Teaching becomes, -

therefore, an extremely
complex task requirin

the application of bot

knowledge and skill in
developing a suitable
program of specific
learning experiences to
meet these goals.

_What do children need
to learn?”

If the child is to learn
on his own or. to benefit
from direct teaching he
must master some basic
skills. The following list is
not intended to be

. comprehensive but are
examples of objectives in
our kindergarten
program.

Language Arts
(receptive and” ex-
pressive language):

-foliow and give simple
to more complex in-
structions.

-ask and
questions,

-describe and compare
experiences and events.

-describe functions of
objects. . ,

-understand and
describe concepts related
to knowledge of self,
culture and the natural
world,

-lescribe similarities
and differences in objects

answer

skills necessary for and pictures. ;
achieving personal in- -use information
dependaence. learned in. various ex-
As parents of young periences to solve
kindergarten children problems.

I'm sure you willwantto -develop the

know exactly what this
means in terms of what
kinds of skills young
children need to master,
why these skills or
abilities are important
and how the teacher
translates these goals
into’ specific classroom
learning experiences,
The _ teacher --. is

planning: diagnosing,
Instructing; an
evaluating your child's
progress. The teacher, as
maker,
becomes responsible for
designing a program that
uses various presentation

_” whatever
- your

pit

STRIKE |
{oa

vocabulary for self-
expression (through
talking about personal
experiences and feelings,
telling stories, dramatic
play).

-develop vocabulary
through field-trips to
nature’ areas, bakery,
firehall, supermarket
ete, Sand - generally - in-

- responsible “for- the: dialy.. creas¢ vocabulary . for

| describing more complex

d. observations. —

Sensory-Perceptual.
_ Skills: °

(to help the child
develop to his fullest
potential the ability to
interpret and understand

chee

what he sees, hears and °

touches)
-match, sort, and name
a variety of colors,
shapes and sizes. .
-classify objects by two
or more properties.
-identify missing parts
of objects, shapes,.letters
and numerals. .
-duplicate two-
dimensional design with
objects”
. blocks), .
-match, sort, and name
letters and numerals,

‘reproduce ahd name a.

sequence of four items
seen and or heard from

memory. .

‘identify and describe
similarities and dif-
_ferences. by sight and
sound.

‘learn left to right

progression ithe direc-
tion’ of reading and
writing).
’ , tole play stories, with
expression to involve
sequence of action and
* dialogue (puppetry and
drama).

-name pairs of rhyming
words, a

-recognize words hears
which begin with the

same sound (through
and.

stories,
poetry). .
_ «match initial sounds to
objects, pictures or
letters. .

Motor Skills (gross an
fine):

songs,

Through play activities

at home children usually
develop the basic motor

skills necessary for eye-°

hand co-ordination. Most
children, however, need
to practice these skills
and our program offers
many opportunities in the
form of games, music
activities, gym _acitivites
and playground time for.
this sort of practice,
-perform walking,
marching skipping,
galloping, hopping and
bending fasks. - :
-action games (relays,

i opseoteh, throwing and .
cal

hing games). -
‘reproduce a rhythmic
pattern, ‘,
-learn position concepts
.tim, over, under, beside.
behind, in front), <« -
-copy simple letters,
_ patterns, and shapes.

(parquetry .

yours child learns a new
‘task, = -

-cut, place and paste as
required.

«trace around and in-
side stencils.

-sew on card-
board,burlap or cloth.

-make horjzontal,
vertical and slanted lines
with boundaries. —

Interpersonal Skills
{Relationship with
others):

co-operate with others
by following simple rules,
by helping establish such
rules, and by learning to
change or modify rules
when necessary.

-share and take turns.

-give help to other
children. :

-accept help from other
children. .

-engage in discussions
and activities that in-
volve adulls and other
children in the classroom

“play co-operatively

-help with simple tasks
such as clean-up and
serving snacks.

-verbalize feelings
related to events that

‘arise in the classroom.

Entrapersonal Skills
(skills leading to personal
independence): .

-care for his own
physical needs such as
dressing, toileting and
eating.

-attend: to tasks for
increasingly longer
periods of time

-assume responsibility
for completing tasks

-indicate willingness. to
attempt more difficult
tasks. ,

-work for delayed
rewards.

-respond to social re-
inforcement (smiles, pat

on the back, supportive -

words) rather than
concrete rewards.
 -critically evaluate his

own work. :

* -set realistic goals for —

himself,
--work independently.
Why are These. Skills

Important? .

Learning how to think, . .
“ solve’ problems. and’
-master more specific

tasks is the best builder of
self-esteem and self-
worth known. When a

he will
automatically practise it

until] it has been mastered
‘ (hopping. pouring water,
skipping). Language and
‘other skills develop in the
same way. It is the role of
the teacher to provide the
motivation and the op-

portunity for such
practice through
meaningful learning
activities.

The tracing of .objects
and making of lines lead
naturally to the printing
of letters which will
follow when the time is

y Tight.

Mastery of auditory .

perceptual skills is
necessary for the
children’s understanding
and use of the in-
formation he hears.
Language development
and reading — readiness
skills are improved.
Learning the sounds of

letters and discovering.

rhyme leads to initial
consonant substitution,
(mat, hat cat) an
essential reading skill at
the grade one level.
Left to. right
progression .and the
ability to discriminate
visually sets the pattern
for . reading and helps
thechild recognize the
differences between
similar letters as d. b, p,

q.

Within any one period
in kindergarten there is
an overlapping
correlation of the skills
listed. An inexperienced
observer may not, at first
glance, appreciate the

underlying organization .§

and structure within the
kindergarten class, but

and .

a. if

iict No. 88 (Terrace)

parents. it is there.
Nothing can replace the
one-to-one interaction
between child and
teacher in this first and.
most important vear of
school, We are privileged
to work for an un-
derstanding Board of

eeTsr an Mea Taal.

COMP. 77/7

THE HERALD, Tuesday, Aprii 18, 1978, PAGE 9

Trustees which has
recently given us a
kindergarten pupil-
teacher ratio of 20-1, and
we would like to publicly
express our thanks.
E.M. Daniels
Supervisor of Primary
Instruction

21

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