Welcome to Kindergarten!

“I never teach my pupils, I only try to provide conditions in which they can learn.” –Albert Einstein

What is Kindergarten? “Children as self-motivated learners actively seeking to understand the complex world in which they live. Learning is therefore an ongoing, flexible, open-ended process wherein children construct their own understanding. Teaching is not telling; teaching is guided discovery” (Curtis & Carter, 2000, p. 29). In providing a holistic learning experience we will facilitate the following program:  We will recognize that individual children develop at different rates and in different ways  Support children’s development by providing opportunities that advance children’s growth beyond their current level of knowledge, skills, interests, attitudes, and abilities  Provide children opportunities to grow in each dimension (intellectual, socio- emotional, physical and spiritual)  Base daily practice on current knowledge and research in early childhood education.  Provide integrated experiences that support children in achieving the outcomes of the seven Required areas of study:  Arts Education  Math  Science  ELA  Social studies  Physical education  Health

Reggio Emilia  Hands On/ Minds On!:  Our program is based on the beliefs of the Saskatchewan Ministry of Education for pre-kindergarten, as well as on the beliefs of Reggio Emilia schools. Reggio Emilia schools are considered to be among the “best, most innovative preschools in the world” (Newsweek Magazine, 1991).  Children are considered to come into school already with a wealth of knowledge. It is a school’s job to tap into their knowledge and build on the strengths of the child.  We believe children learn best in a developmentally appropriate environment where they are able to do hands on work. It is the teacher’s job to provide an interesting environment where students are able to build upon their knowledge and investigate their own ideas and interests further.  The staff is constantly working with the students to understand what they are doing, listening to students, taking pictures, adding investigations, building upon student’s interests, and documenting growth.

“Children make meaning out of their daily lives through play. They play doesn’t need a plan or a conclusion; it is the process that is important.”

Learning through play  “You discover more about a person in an hour of play than in a year of conversation.” – Plato  The teacher and assistants will act as a guide to expand on the children’s creations. The students were intrigued by toilet paper rolls. They built binoculars and decided to go on a bear hunt! Then we made some maps to help us find all the bears in the school!

Fostering Independence  Following routines  Learning where things go and how to find them.  Problem solving  Getting ready for indoors and outdoors.

Documentation: The Portfolio  Helps to determine the children’s interests  Communicates challenges, successes and achievements with parents  Helps teach values. “Guys, you’re my best friends all of you.”  Representation allows for a time of reflection on the part of the teacher, parent and student  A picture is worth a thousand words  Portfolios will be sent home twice throughout the year: January & June.  Feel free to look at your child’s portfolio at any time  Portfolios are divided into the 5 main areas of development:  Social-emotional Development  Physical Development  Intellectual Development  Language and Literacy Development  Spiritual Development

Home-School Connection  Agendas/ Communication Books  s  Wikispace  Being involved in daily tasks at home can be beneficial to your child’s development (ex: helping with the grocery list, counting items at home or out in the community, reading signs together, reading before bed and discussing three things that happened that day).  No Homework- however, to expand on some students interests as well as support children in achieving the outcomes of the seven areas of study, some material may be provided on an individual basis.

An Intro to RTI  Every child can and will learn.  Using body tools to help children learn.  Using the environment as the 3 rd teacher.  Natural materials and environment  Developmentally appropriate programming  Modifying tasks and expectations to each individual student  Recognizing that each child is an individual

Intro to Restitution  Taking ownership of your actions.  It’s not necessarily about saying sorry. It’s about acknowledging your mistake and making or sharing a plan to change your behaviour.  My job/ Your job  Our Classroom Beliefs  The 5 Basic Needs  Fun  Power  Freedom  Belonging  Survival