Philosophy

The philosophy of early childhood education which provides the foundation for Kindergarten programs in Saskatchewan is derived from the ideas of German educator and philosopher, Friedrich Froebel and American philosopher, John Dewey. The work of Swiss psychologist, Jean Piaget, has also enhanced our understanding of how children ream. Each recognized the important relationship of activity to learning.

Froebel believed in children's potential for good and the need to provide a place in which children could be nurtured and developed through experiences with the natural environment and caring people. He believed true education originated in activity an d that play was an essential part of the education process.

Dewey emphasized, among other things, the importance of the social context in a child's developing understanding of self in relation to others.

Piaget has helped us to understand how learning takes place through problem-solving and how teachers may be able to facilitate that learning. Children go through stages of development as they come to understand and to know. These stages are intended to serve as general guidelines and not as fixed boundaries. It is crucial to build upon not only students' abilities, but also upon their interests, experiences and background knowledge. Therefore, rather than expecting children to be ready for school, scho ols must be prepared to meet the varying needs of children as they enter school.

Central to the philosophy of early childhood education are the beliefs that:

• all aspects of development are interrelated;
• growth and learning are continuous processes; and,
• each individual is wort by of respect and encouragement.

A Kindergarten program based on this philosophy needs to be a balanced one, providing opportunities for individuals to develop'in each of the physical, socio-emotional and intellectual areas. The neglect of one area jeopardizes achievement in others. F or this reason, Kindergarten programs must provide for the development of the whole child.

It is recognized, however, that a positive selfconcept provides a solid foundation for development in all areas. A positive self-concept is more likely to develop in an environment which provides for personal acceptance and successful achievement. Such an environment enables children to be actively involved in learning and to expand the boundaries of their private worlds.

The Value of Play

Effective Kindergarten programs offer teacherdirected activities that meaningfully involve the students such as outings, music and storytime, as well as child-directed playtime in a wellplanned, activity-centred environment.

It is through play that much of children's early learning is achieved. The physical, socioemotional and intellectual development of children is dependent on activity. Through touching, manipulating, exploring and testing, children find out about the wo rld around them. Through interacting with other children and adults, they find out about themselves and their relationship to others. Through play, children imitate adults and experiment with what it means to be a caregiver, a firefighter, a bankers a fis her and so on. Through play, they learn how to solve problems and work cooperatively with others.

After preparing a rich, activity-centred environment, the teacher has a further role in extending play by observing the children, interacting with them, giving information, changing and/or adding materials as appropriate, and in some instances providin g a sense of direction.

Integration of Required Areas of Study

Foundational understandings from the Required Areas of Study are best developed with young children when presented as integrated experiences using a thematic approach in an activity-centred environment. These understandings are related through a variet y of child and teacherdirected developmentally appropriate activities which include the use of numerous concrete materials and engaging experiences such as games, science projects and fingerplays. An activity such as block building can lead, for instance, to the learning of'math concepts ("How many blocks do you think wed need?'), science concepts ("How can we move these big blocks over there?',, social studies concepts ('This city needs a fireball and a police station.', ) and language development ("Let's make a sign that says, Please don't knock ow tower down."')

It is important that Kindergarten teachers be kept updated on the Required Areas of Study as new curricula are being implemented. The Kindergarten curriculum guide and inservice can only partially address each Required Area of Study. Therefore, it is v ital that Kindergarten teachers be included in elementary level inservice for each discipline as implementation occurs.

Student Assessment and Evaluation

Student assessment should encompass the whole child and utilize a variety of methods in which teachers observe students, record information and collect information in student files and assessment portfolios.

Systematic observation of children in the Kindergarten program IB an essential first step in planning and the most effective way of assessing students' progress. Even a few minutes of focused observation and recording daily can be of great assistance i n planning an appropriate program which facilitates student learning.

There are numerous means of recording observations including videotapes, audiotapes and photographs. Three of the most common formats are anecdotal records, observation checklists and rating scales.

The assessment portfolio is a method of storing student-produced materials. It allows teachers to assess student growth and overall learning progress over an extended period of time. Work samples such as drawing, emergent writing and computer print-out s are major components of the assessment portfolio.

After assessment information has been gathered, it is analyzed and shared with students and parents/caregivers. Indications of growth and development are communicated through a variety of methods including scheduled information sharing sessions, inform al visits, assessment portfolios and sometimes, depending on local evaluation policy, through report cards.

Note: For information on teacher and program evaluation and more information on student evaluation, please refer to Me "Evaluation" section of Children First: A Curriculum Guide for Kindergarten, 1994 and the article Mow Good Is Your Kindergarten Curriculum?" in Appendix B of this bulletin.

Implementation Considerations

Children First: A Curriculum Guide for Kindergarten, 1994 is the key document. This guide advocates the development of the whole child in an activity-based, child-centred, playoriented atmosphere and offers many field-tested suggestions for impl ementing a developmentally appropriate program. It includes samples of subject-integrated themes, evaluation strategies, ideas for activity centres and materials, pertinent articles and much more. This resource would also be relevant for primly treachery since the early childhood philosophy is applicable for children of ages zero to nine years.

Children First: A Bibliography for Kindergarten, 1994 lists a variety of resources that were evaluated and considered appropriate for support of the curriculum. It suggests materials for professional development and for instructional purposes. M edia formats include videos, films, filmstrips, audiocassettes, audiorecordings, computer software, compact discs and numerous print resources.

Kindergarten: Children First: An Information Bulletin for Administrators, 1994 is intended to provide a brief overview of the Kindergarten program in order to develop administrators' awareness of the philosophy and instructional orientation of K indergarten and to assist administrators in supporting the implementation of the curriculum.

The Classroom Environment

A well-organized suitable physical environment lays a solid foundation for a good Kindergarten program. The ideal Kindergarten room is a safe and comfortable place that is well-lit and wellventilated with ample window space, direct access to a playgrou nd and to water and toilet facilities. The room needs to be large enough to provide adequate storage space for materials and floor space for activity centres. Part of the floor should be carpeted and part, near the water supply, should be tiled so that co oking, art, sand and water activities can take place without undue concern for spills.

Within the limits of what is possible in a given room, the space must be organized to meet children's needs. These needs include: space for storing clothing and personal possessions, space where small groups of children can work together, space where c hildren can be quiet and alone, space where messy activities can take place and, if possible, space for gross motor activities such as climbing and jumping.

In rooms where space is limited, activity centres may have to be set up in nearby hallways and/or rotated. For example, the sand and water centre could be set up in September, traded for a i carpentry centre in October, brought back for a winter villag e in December and then, used for a classroom garden in the spring.

Key Resources

Carefully selected, appropriate materials, equipment, manipulat*es and supplies are key to the process of the Kindergarten curriculum. Just as the successful functioning of a science laboratory or an industrial shop necessitates the acquisition of suit able equipment and materials so does an activity-centred Kindergarten program. An alphabetical list of suggested bare basics to support a developmentally appropriate, resource-based program follows:

• audiocassette player-recorder and audiocassettes
• balance scales
• blocks (a variety of large, plastic, etc.)
• books (fair and equitable)
• bowls (for cooking activities, etc.) broom and dustpan
• bulletin boards carpet (for quiet-time and group assembly areas)
• cash register and Canadian play money
• chairs (small)
• chalkboard, chalk and brushes
• clothes (for dress up)
• compact disc player and compact discs (access to)
• computer hardware and software (access to)
• containers (a variety of sizes for storage)
• cookie sheets
• crayons
• crib or bed (for playhouse)
• cupboards
• cutlery (play and real)
• date stamp
• day book
• desk and chair (for teacher)
• dishes (play and real)
• doll clothes dolls (fair and equitable, i.e., both
• genders, cross-cultural)
• easel for painting experience
• chart and stand
• filing cabinet
• filmstrip projector and filmstrips (access to)
• flannel board and figures games (cards, board, etc.)
• globe
• glue (non-toxic)
• hole punch
• listening post and headphones
• magnetic board and figures magnets (bar, horseshoe, etc.)
• magnifying glass
• manipulatives (a variety)
• measuring cups and spoons
• mirror
• miscellaneous treasures including buttons, rocks, shells, feathers, seeds
• mixer (electric or manual)
• mop
• overhead projector, transparencies and markers (access to)
• paint (a variety including fingerprint, tempera paint, and paintbrushes (numerous sizes and types)
• paper (a variety including newsprint, construction paper, tissue paper, wallpaper)
• pencils
• plants
• plasticine
• play dough
• pots and pans (play and real)
• props (miniature animals, people, vehicles, signs)
• puppet theatre (A t v. cabinet worlcs well.)
• puppets (fair and equitable, i.e., both genders, cross-cultural)
• puzzles (fair and equitable)
• record player and records
• refrigerator (for playhouse and access to real one)
• rhythm instruments
• rulers (a variety of lengths)
• sand table, sand and appropriate toys
• scissors (for right- and left-handed students)
• screen (for viewing)
• shelves (ample)
• 16 mm projector and films (access to)
• sink
• sponges
• stapler
• stove (for playhouse and access to real one)
• tables (low)
• tape (transparent, masking, etc.)
• telephone (for play)
• television (access to)
• typewriter
• utensils (spatula, etc.)
• videocassette recorder and videocassettes (access to)
• water table and appropriate toys
• whiteboard and wipe of f markers wood scraps
• workbench with peg-board for storing tools; carpentry tools, nails

Note: For mor suggestions for materials , equipment and supplies to support activity-centered learning, please refer to the "activity Centres and Materials section of Children First: A Curriculum Guide for Kindergarten, 1994.

A number of addresses where catalogues of manipulatives, toys, etc. can be obtained is included in the distributor directory in Appendix C.

Children First: A Bibliography for Kind'ergarten, 1994 provides specific titles and ordering information for a variety of professional development and instructional materials that have been recommended to support the curriculum. In addition, the bibliographies produced to support the elementary level Required Areas of Study include suitable resources for Kindergarten.

Also included in this document in Appendix C is a short listing of professional resources that will help educators to further develop their understanding of early childhood philosophy and inspire professional growth. The intent of this listing is to pr ovide suggestions for starting points toward building a suitable collection of teacher-reference material. These, among other materials, are included in the more extensive bibliography mentioned previously.

When acquiring materials, educators are advised to consider the important role that carefully chosen and wisely used resources play in the promotion of cross~culturalism, gender equity, age equity and respect for people with disabilities.

Implementation Inservice

Teacher-leaders will be seconded by Saskatchewan Education, Training and Employment for facilitating implementation insenace. These teacher-leaders will work in cooperation with their Regional Coordinators of Curriculum and Instruction to assist each s chool division with implementation.