Kindergarten


General Philosophy for Kindergarten(Nursery, Kg1, Kg2):

The kindergarten program promotes the emotional, intellectual, physical and social growth of the young children we service. The curriculum is developed using a “hands-on “approach to learning. Multi-sensory activities that enhance the total development of the child are planned in a sequential number that follows a theme, or is part of a unit.

Language:

Language is the development of communication skills that enable a child to share his/ her world with others. At the preschool level, these skills include listening, speaking and thinking.

Transferring thoughts into words is the primary skill upon which future language development is based.
Learning experiences that promote an understanding of the sense of self, help the child express his/ her thoughts and feelings in various, appropriate ways.
An awareness of the five senses will stimulate child’s curiosity as to different ways his/ her body receives information about life in his / her environment.
Visual discrimination and memory are important readiness skills that can be taught through play activities.
Listening to and sharing stories, poetry and finger plays enhance the love of language.
An awareness of the written word is developed through alphabet activities and writing classroom stories about field trips, events, etc.

Math Readiness:

Math at the kindergarten level involves the development of cognitive skills. They learn how to perceive relations between two objects “logico-mathematical knowledge”. This knowledge comes from the understanding of colors; shapes; quantitative concepts, such as size differences; basic counting and addition skills through practical application; classifying; forming sets and recognizing numerals. These concepts are taught through manipulative and play experiences.

Science:

The Kindergarten science program provides science experiences that are appropriate to each student’s stage of development. Common goals of the program include helping students develop as observers, information-seekers. Each student will be actively engaged in thinking processes which include: observation, communication, comparison, organization, relationships, inferences, and application.
Kindergartens learn through discovery about changes in plants, animals and their habitats, and non-living things in their local community. Through hands-on exploration, students learn the characteristics of objects, tools, materials, how they move and whether or not they are natural or man-made. Students interact with living things and the environment to promote respect for nature.

Motor Skills:

Motor skills are a vital part of the young child’s development and are crucial to the learning skills he/she will need in the future. The kindergarten child learns with his/her body. These motor skills are not to be overlooked in favor of cognitive thinking.

Gross Motor:

 Body coordination, as appropriate to the child’s physical development, is enhanced through large muscle activities of walking, running, jumping, hopping and skipping. Arm-eye coordination is attained by throwing a large ball or beanbag, catching, or aiming at a target. Rhythm and movement provide an outlet or creative expression and the joy of using the body in dance, games and organized play.

Fine Motor:

Eye-hand coordination is developed through manipulating clay, stringing beads, hammering, pasting, painting, pouring, lacing, and using crayons and scissors. Dexterity and strength of the small muscles are developing skills that enhance reading readiness. Use of the natural hand preference is observed and encouraged, although hand dominance is not achieved yet. Eye tracking is another fine motor activity that promotes the left-to-right progression skill required for reading readiness.

Personal-Social Development:

 Personal-Social development is the primary goal for the young child entering kindergarten. A positive self-concept is essential to successful learning. The more a child understands himself/herself, the better equipped he/she is to relate to other children and adults. Basic social interaction: between two children, the teacher and a child, and group interaction provide ways in which the child establishes autonomy and learns skills to help him/her relate to his/her world.

Personal Development:

Personal development includes knowing name and age; caring for toileting needs and washing hands; separating from parents with relative ease; caring for one’s belongings and respecting others.

Social Development:

Social development includes cooperative play, sharing, following directions, initiating conversations and play situations with peers; entering into group activities; developing a positive relationship with teachers and caring about others.

Art:

Art at kindergarten should be a joyful, creative experience full of self-expression. Creative art creativities will come from the use of manipulative that develops fine motor skills: clay, paint, paste and crayons. Also, sand and water play are excellent activities that encourage multi-sensory learning.

Music:

Music is a channel creative expression in two ways: the manner in which sounds are communicated by the music maker, and the emotional and physical response that music evokes from the listener. Singing, dancing and other rhythmic activities, listening to music, using rhythm instruments and making instruments are ways of developing a love and appreciation for music.

Play:

Play is a child’s work. The value of free play indoors and outdoors cannot be overstated. The school creates a climate in which each child develop intellectually, physically, emotionally, and socially, and in turn, enhance the world.
All children will be provided with challenging, yet realistic goals to achieve their full potential. Individual learning styles and rates of achievement will be recognized.
Each child will receive guidance in developing sound attitudes and habits for both mental and physical health.