Playing to Learn in JK

Park Tudor’s JK program incorporates what we know to be the best of developmental and progressive educational practices. This includes a blend of Montessori activities, practices from Italy’s Reggio Emilia schools, and a commitment to experiential learning.

In JK, children are encouraged to think creatively and critically, engage in collaborative play, and work with the arts as a way to express themselves and understand their world.

Children are given rich, hands-on opportunities for experimentation and manipulation of materials.

We believe all children are gifted in special ways, and activities are designed to nurture and highlight their individual talents and affinities.

Our multi-age classroom encourages peer learning, empathy and collaboration. Students engage in both teacher-directed and child-initiated activities, with plenty of time for free exploration.

Mathematical Curriculum in JK is designed to create meaningful connections between the child and the mathematical world through hands-on, concrete experiences.

Math games are designed to help children notice, understand and internalize number relationships and develop a sense of quantity. Assessment of math skills is ongoing as children are observed as they develop strategies to solve problems. Math lessons utilize concrete objects and hands-on activities as children count, compare, combine and take apart numbers. Manipulatives are used with young children for learning and assessment as they need continued practice with real world objects before working with abstract numbers.

Observation of children in the classroom library can reveal:Literacy Objectives in JK Foster in children a love of books, a desire to read and be read to and an appreciation of literature Provide authentic opportunities for oral language development and public speaking Engage in discussions about books we read together Make predictions about what will happen next in a story Relate events in a story to personal experiences Create rhyme awareness and practice through songs and poems Understand that text has meaning

The first reading “lessons” of young children involve touching, exploring and figuring out the world. Children work with hands-on materials to identify, manipulate and decode individual sounds in words. Phonemic and phonological awareness are emphasized as research has shown they are highly correlated to later reading success. Decoding words must come hand in hand with comprehension for good reading. Learning words in isolation (e.g. on flash cards or worksheets) removes reading from context. Decoding and meaning should be intertwined. Early childhood is a time for focusing on specific language and listening skills, not paper-pencil drills.

Hands-on language games provide learning opportunities in a non-threatening, playful way.

“Good reading involves more than learning to figure out or “decode” words. The perceptual channels of the eyes and ears are the entry points into a huge system of meaning, packaged into language, that brings messages from the writer to the reader. Comprehension depends on a background of receiving language messages and connecting them with ideas- which come from personal experiences with the world.” -Jane Healy

Early Writing Developing writing and graphomotor skills are practiced and through meaningful tasks such as:  Signing in  “Scribbles” which are assigned meaning  Journal entries – drawings and letter formations  Functional writing such as name tags, cards, signs, labels etc. Early Writing

When children have an understanding of letters and their sounds, they often engage in phonemic spelling. Inventive spelling provides data to the teacher about the child’s literacy development.

Journals Journals provide a place for children to express, through writing, illustration or both, their personal thoughts and shared classroom experiences in a meaningful way. Journaling sessions provide opportunities for assessment of many literacy skills including: Expressive language Phonemic awareness Letter knowledge Print awareness The narrative form Ability to re-tell a story Conventions of print

Other Authentic Writing Examples Letter writing Observational drawing“Blue print” for Lego structure

Exploring Science in JK Help children observe, question and gain insight about the world around them Observe animals, objects, and environment Support multi-sensory learning Provide experiences taking things apart and putting them together Grow flowers and vegetables in the JK garden

Process over Product

Social Emotional Development Maintain an atmosphere that promotes curiosity and fosters a love of learning Guide each child toward a positive relationship with her peers Teach acceptable outlets for emotions and skills of communication Inspire and develop creativity through music, literature, and the visual arts Give children opportunities to practice conflict resolution Work with children to recognize and identify their own feelings

Technology in JK Technology is used as a tool to support learning, inquiry and relationships Teachers make informed choices regarding technology and media, with an emphasis on interactive applications Children will have opportunities to develop early “technology handling” skills associated with digital literacy Technology aids in communication with parents, strengthening the home-school connection. Excerpt from the NAEYC Position Statement on Technology in Early Childhood: “Technology and interactive media are tools that can promote effective learning and development when they are used intentionally within the framework of developmentally appropriate practice, to support learning of individual children.” NAEYC 2012

21 st Century Skills Unplugged “Snowman on a Pogo Stick” by Bryce, age 4 21 st century skills involve much more than the ability to use technology. Many of the key components are central to the curriculum and assessments in early childhood. These include critical thinking skills, self- regulation, collaboration, ingenuity and creativity.

“I don't think anyone can grow unless he's loved exactly as he is now, appreciated for what he is rather than what he will be.” -Fred Rogers