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Full Day Kindergarten

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Ashley Edwards-Lemieux

on 14 July 2014

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Transcript of Full Day Kindergarten

Full Day Kindergarten
Full Day Kindergarten - Key Elements
Observation in FDK
Planning & Implementing Curriculum in FDK
Planning & Implementation of Curriculum Continued
Role of Documentation
ELECT - Early Child Development Sets the Foundation for Lifelong Learning, Behaviour & Health
Partnerships with Families and Communities Strengthen the Ability of Early Childhood Settings to Meet the Needs of Young Children
ELECT - Demonstration of Respect for Diversity, Equity, and Inclusion are Prerequisites for Optimal Development & Learning
A Planned Curriculum Supports Early Learning
Play is a means to Early Learning that Capitalizes on Children's Natural Curiosity and Exuberance
Knowledgeable and Responsive Early Childhood Practitioners are Essential to Early Childhood Settings
References
Group Members: Ashley Edwards-Lemieux, Stephanie Frantellizzi, Samantha Sparling, Devon Gatling, & Jenna Prekob-Carruthers
• The child is considered to be at the forefront of the curriculum structure.

• “The purpose of kindergarten curriculum is to establish a strong foundation for learning during the a child’s early years in a safe, caring, play based environment that promotes the physical, social, cognitive and emotional development of all children”(The Full-Day Early Learning-Kindergarten Program, 2010-11) .

• The kindergarten curriculum strongly supports the “idea that play nourishes every aspect of children’s development and paves the way for learning” (The Full-Day Early Learning-Kindergarten Program, 2010-11). It is essential that educators observe and monitor each child’s development and plan for developmentally appropriate learning opportunities to meet the needs of the child.

• The kindergarten program reflects the idea that four and five year old children are active learners who are capable of directing their learning in an environment that supports their needs.

• The goals of the full-day early learning program are; to establish a strong foundation by providing children with an integrated day of play based learning, to improve and enrich children’s opportunities for success in all areas of their life and to enable children to transition smoothly into the primary grades.

• The kindergarten curriculum aims to address and include each child’s environment, family and community in an effort to promote positive development.
• Observation and documentation are instrumental in “understanding and gaining information about the young child as they work and interact in the classroom” (The Full-Day Early Learning-Kindergarten Program, 2010-11).

• Some documentation methods used are; “anecdotal notes, checklists and rating scales” (The Full- Day Early Learning-Kindergarten Program, 2010-11).

• Assessment strategies and tools may include portfolios, documentation, photographs and writing samples” (The Full- Day Early Learning-Kindergarten Program, 2010-11).

• During daily observations, educators are able to focus on skills, concepts or characteristics being exhibited by each child. Recorded findings, allows educators to gauge if children are working within the activity expectations.

• Parents are also a part of the observation and assessment process. Educators encourage communication from parents regarding any observed behaviours, knowledge and skills their child displays within the home environment.

• The observation and assessments completed are reflected in yearly progress reports that document each child’s skills, achievements, development, as well as future academic goals.
• When planning time for large-group instruction educators consider many aspects before beginning to plan and implement curriculum in the classroom. The educators take many things into consideration including attention span of the children, the length of time they have attended school and their familiarity with routines. Educators also base the curriculum on the strengths, needs, and interests of the children.

• Educators provide simple, modeled, and appropriate routines and transitions to ensure they use their time efficiently.

• Children are given large blocks of time and adequate space to work at a variety of learning centers including the block center, dramatic play, sand and water centers, math center, science center and visual arts center.

• Children demonstrate the knowledge and skills they are acquiring, and practice and apply new skills through their play experiences both independently and with their peers while at the learning centers. Children learn many skills through play such as problem solving, and inquiry skills. They also learn to manage time, make choices, and begin to demonstrate responsibility.

• Members of the Early Learning–Kindergarten team spend time modeling and teaching children routines for the centers. The educators monitor and observe children at the learning centers to gathering information about the children in which they later use to document and asses skills and abilities of the children. Educators then use this information to plan further activities and curriculum and determine appropriate materials for teaching.

• When planning for the use of resources and materials, educators organize and label materials, resources, and equipment to ensure that children can access them and put them away safely and easily.

• Educators provide a variety of materials and resources for children to explore, manipulate, and use, both in learning activities and in imaginative play.

• Educators consider the need to provide assisted devices and supportive technology and personnel for children with special education needs.

• Educators elicit ideas from the children about what materials can be added or removed from centers, as well as ideas they have for changing or adding to the learning centers.
FDK educators plan and implement curriculum while carefully considering the following:

• The use of space in the classroom and outdoor area;
• The use of time during the day;
• The appropriateness and variety of the resources available, including both people and materials.

• Educators offer an inclusive learning environment in which all of the children feel comfortable and safe, yet stimulated to learn and explore. The atmosphere the educators create is vital to the emotional development of the children. Educators in FDK offer an environment that encourages empathy, supports children to develop an interest in trying new things, and supports the children's development of self-confidence.

When planning for the Full day leaning program educators ;

• Allow time to revisiting or extending an activity;
• Plan for a balance of team-initiated and child-initiated learning activities;
• Plan purposeful interactions at learning centers rather than limit responses to reactions and supervision;
• Plan for a daily block of time for play;
• Plan for free exploration, focused exploration, and guided activity;
• Plan for a daily block of time for child-initiated learning activities, ensuring that there is sufficient time for children to get involved in their activities in depth as well as time for them to organize their materials.
• consider the attention span of the children and plan the amount of verbal instruction accordingly.
• Plan for daily literacy and numeracy instruction (such instruction may take place in large and small groups and at learning centers).

The Full-Day Early Learning–Kindergarten program is based on the understanding that children develop within a complex set of interrelated systems that includes the family, the school, the broader community, and the world. FDK approach children as unique individuals who live and learn within families and communities. The program aims to provide every child with the kind of support he or she needs in order to develop:

• Self-regulation
• Health, well-being, and a sense of security
• Emotional and social competence
• Curiosity and confidence in learning
• Respect for the diversity of his or her peers
Documentation provides evidence of what the student is learning in the Full Day Kindergarten Program.

It allows the Early Learning Full Day Kindergarten team to set goals for the children through observations. Documentation also allows educators to scaffold learning experiences based on the children's strengths, challenges, interests, abilities and temperament.

In the Full Day Learning Program, documentation is used to represent the child’s learning. Educators will produce documentation using photographs or projects, learning stories, videotape clips or audio recordings of the child, records of reading behaviors and writing samples, and portfolios. All forms of documentation help educators to capture indicators of skills, abilities, and development as well as what the child is learning.
 “The Ministry Of Education’s “Foundations For A Healthy School” identifies four components that together represent a comprehensive approach to creating a healthy school,” (Ministry Of Education, pg. 7).
• High-quality instruction and programs
• A healthy physical environment
• A supportive social environment
• Community partners

 “The Full-Day Early Learning–Kindergarten program provides children with a wide range of opportunities to learn, practice, and demonstrate knowledge and skills in all areas of learning. It lays the foundation for children’s smooth transition to Grade 1 and for success throughout their school years,” (Ministry Of Education, pg.7).

 Full-Day Kindergarten must provide a learning environment that is safe and healthy for children

 “All children have a right to live and learn in an equitable society, They can take into account the differences each child and family brings to an early childhood setting including appearance, age, culture, ethnicity, race, language, gender, sexual orientation, religion, family environment, and developmental abilities,” (ELECT Document).

 “[English language learners] each have a language, a culture, and background experiences. Effective teachers draw on these resources and build new concepts on this strong experiential base,” (Y.S. Freeman and D.E. Freeman).

 20% of children in Ontario’s English-language schools first language is something other than English, (Ministry of Education, pg.41).

 “Ontario’s linguistic heritage includes many First Nation and Inuit languages, the Métis language, and many African, Asian, and European languages,” (Ministry Of Education, pg. 41).

 When teachers plan programs for children with linguistic backgrounds other than English, they need to “recognize the importance of the orientation process, understanding that every learner needs to adjust to the new social environment and language in a unique way and at an individual pace,” (Ministry of Education, pg.42). Example: Children who are just starting to speak English may be quiet at first and simply observe other children and the new environment. They may speak their language at first or use body language until they are comfortable or confident enough to try speaking English.

 Early Learning-Kindergarten Teams “can also give English language learners opportunities to practice saying words and phrases through choral speaking in the classroom; through using pattern books, chants, rhymes, and songs,” (Ministry Of Education, pg.43).

 “Early Learning–Kindergarten teams plan programs that recognize this diversity and give children tasks and challenges that respect their particular abilities so that all children can derive the greatest possible benefit from the teaching and learning process,” (Ministry Of Education, pg.43).

 “In an environment based on the principles of inclusive education, all children, parents, other family members, and other members of the school community – regardless of ancestry, culture, ethnicity, sex, physical or intellectual ability, race, religion, gender identity, sexual orientation, socio-economic status, or other similar factors – are welcomed, included, treated fairly, and respected,” (Ministry Of Education, pg.45).
The Full Day Kindergarten team plans curriculum by observing, listening and questioning the children in order to support the children’s need. The FDK teams are provided with many opportunities for observation and assessment of children strengths, needs and interests. Teachers should plan instruction that allows the children to build and extend on what they already know. (Ministry of Education, p.12)

The Full Day Kindergarten curriculum consists of a balance of exploration or investigation, guided instruction as well as explicit instruction. Guided instruction means that the learning experiences are thoughtfully planned and guided by the team members. The lessons are flexible as in the educators use alternatives and strategies that are guided by the children.
The Early Learning Full Day Kindergarten team is composed of a Kindergarten teacher and Early Childhood Educators. As a team, they determine the quality of learning the children will experience. (Ministry of Education, p.8)

The teachers are responsible for the long term planning and organization of the program to ensure the curriculum is followed. The teachers are also responsible for the student learning, effective instruction, formative assessment, and evaluation, formal reporting and communication with families. (Ministry of Education, p.8)

The Early Childhood Educators focus on age appropriate program planning that promote physical, cognitive, language, emotional, social, and creative development and well being. They also assist the teachers with formative assessments and an evaluation of the child’s learning. (Ministry of Education, p.8)

Documentation in Full-Day Kindergarten (FDK). Principals Want To Know Tip Sheets. Retrieved from: http://www.edu.gov.on.ca/eng/policyfunding/leadership/pdfs/issue15.pdf

Ministry Of Education. "The Full-Day Early Learning - Kindergarten Program." (2010-2011): Web. Retrieved from: http://www.edu.gov.on.ca/eng/curriculum/elementary/ kindergarten_english_june3.pdf

"ELECT Document." Early Learning for Every Child Today. N.p., n.d. Web. 03 July 2014.

Ministry Of Education. "The Full-Day Early Learning - Kindergarten Program." (2010- 2011): Web. Retrieved from: http://www.edu.gov.on.ca/eng/curriculum/elementary/kindergarten_english_june3.pdf

Y. S. Freeman and D. E. Freeman, Closing the Achievement Gap: How to Reach Limited-Formal-Schooling and Long-Term English Learners (Portsmouth, NH: Heinemann, 2002), p. 16

The Full- Day Early Learning Program. (2010-11). Retrieved on June 11, 2014 from: http://www.edu.gov.on.ca/eng/curriculum/elementary/kindergarten_english_june3.pdf

In FDK educators use the powerful strategy of building partnerships with the families in order to be able to help support children's early learning and development.

Building relationships with families can allow educators to provide early childhood settings that are respectful of the children's family structure, culture, values, language, and knowledge which therefore, supports children to have more opportunities for learning.

FDK offers parents forms of documentation in order to help families better understand how and what their child is learning. Families will get to participate in observations, and attend information nights in order to learn how to best support their children.

FDK offers daily opportunities for parents and the educators to connect through agendas or journals. They are able to share positive experiences, strengths, and skills that the children are developing on a daily basis.

FDK educators also are able to provide resources and information to families in which they can use with their children at home in order to help support their child's development.

Families, communities, and educators work together in a partnership in order to support children's development and strengthen their ability to provide early childhood settings in which meet the needs of every child.
In FDK educators use a play-based curriculum that offers child-centered activities specifically designed to interest young children and promote learning.

Play is used within the Kindergarten classroom as a way to help children understand the world around them and works as an effective learning strategy for kindergarten children.

Educators work carefully to prepare activities in the different learning centers that will naturally motivate children and peak children's curiosity while supporting their development. Educators work to embed the play experiences with opportunities to practice skills and abilities to help support positive development.

Educators set up opportunities for pretend play in which children are able to practice retelling stories, assign and negotiate roles, develop language gestures, and practice representation skills as they use objects in play to symbolize something else. For example, a child using a toilet paper roll as microphone.

Children's learning is optimal when they engage in play, and are given opportunities to explore and interact with adults and their peers.
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