Teaching Kindergarten

Assisting English as a Second Dialect (E.S.D.) Students

Dialects are valid grammatical language forms frequently adopted by whole communities. For example, a growing number of Indian and Métis students use English as their first language. However, the influence of their Aboriginal language background may have an impact on their English language use, particularly on the syntax and grammar. These students are recognized as English as a Second Dialect (E.S.D.) learners. Approaches to instruction that accommodate and build upon students' developmental levels respect dialect differences. Continual correction of students' dialects and pronunciation may silence students and reject the language of their community. Because language and culture are so intertwined, a positive attitude toward the students' dialect or first language signals acceptance of, and appreciation for, the language and culture of the community.

Despite their characteristic differences, E.S.L. and E.S.D. students have similar language needs:

acquiring a solid linguistic base through the use of oral language which will assist them with communicating and with concept development
preserving and embracing their traditional language and culture
developing a solid linguistic base in English to meet their academic needs.

For more information on E.S.L. and E.S.D. students refer to Language Arts for Indian and Métis Students: A Guide for Adapting English Language Arts: A Curriculum Guide for the Elementary Level, Saskatchewan Education, Training and Employment. 1994.

Working With Other Adults

The Kindergarten teacher, perhaps more than other teachers, needs to be effective in communicating and working with other adults. A Kindergarten program needs the understanding and support of the school board personnel, the principal, other staff members, teaching assistants, specialists of various kinds, school consultants, parents/caregivers and volunteers from the community. These other adults may not be aware of Kindergarten program goals and practices. Teachers need to be enthusiastic about their work and able to explain and interpret to others what is happening.

The principal needs to be informed about the Kindergarten program. Many aspects of the program need the principal's support and understanding. Kindergarten teachers need to be familiar, not only with preschool programs in the community, but also with what is happening in Grades 1, 2 and 3. Exchange teaching from time to time, combining classes for special activities (not just for watching television or films), or instituting a buddy system with an older class are all ways of helping the Kindergarten children to be part of school life. Other teachers need to know what is happening in Kindergarten and why.

The teacher needs to work with the school caretaker in a variety of ways. The caretaker may be able to supply boxes, scraps and materials, make or repair simple items, and help in other ways. Teachers and children need to do their part in tidying up and being thoughtful and courteous.

When there are large numbers of children in a Kindergarten class or when there are children with special needs, a teaching assistant may be assigned to work with the teacher. It is very important to discuss the program and goals for the children with the assistant so that teacher and assistant work together rather than at cross purposes. Expectations and procedures must be clearly identified. Teaching assistants are often able to give important specific help with the children and with materials preparation. They also contribute a very important dimension of warmth and personal attention.

Specialists who help with assessments and consultants often need to see observation records of children's behaviour in order to be effective helpers. They may also need to be more fully informed about program objectives.

In Saskatchewan, there is a tradition in preschool education and day-care of establishing cooperatives in which parents/caregivers participate in setting policies for their children's programs and, where possible, work with the children on a regular basis. Many parents/caregivers are eager to continue this kind of involvement when their children enter Kindergarten.

Ways of initiating parents/caregivers' involvement include the following:

Orientation meetings could be held before the children enter Kindergarten and shortly after they enter to inform parents/caregivers about the Kindergarten program.
Parents/caregivers should be contacted to inform them about the new accomplishments of their children.
Newsletters should be sent regularly (dictated to the teacher by the children). Include words to new songs, current and developing themes, requests for volunteers and requests for materials. (Please refer to the "Sample Letters to Send Home" for ideas.)
The teacher can arrange morning coffee parties at school or evening gatherings which parents/caregivers can attend.
A pamphlet library could be organized and pamphlets made available for loan by parents/caregivers.
A bibliography could be compiled of materials including educational references and resources that would be suitable for parents/caregivers to read to or watch with their children.
Parents/caregivers and community members could be invited to the classroom.
Parents/caregivers' evaluation and opinions could be sought concerning aspects of the Kindergarten program.

Traditionally, Kindergarten teachers have been trained to work cooperatively with parents/caregivers to establish a productive link between home and school. Research confirms that the most effective early childhood programs are those that work well with parents/caregivers. Open communication between parents/caregivers and teachers helps teachers plan appropriate learning experiences and helps children feel more secure. Parents/caregivers who understand the experiences their children are having in Kindergarten are better able to provide experiences at home that support and extend the work at school. Some parents/caregivers are able to become involved in various ways which include: providing information about their work or hobbies, helping with a party, reading stories, accompanying the class on a field trip or making puppets or games at home. There may also be volunteers in the community who are prepared to help in these ways.

Once volunteers have offered their services, teachers should be flexible in assigning duties. Tasks should suit the interests and schedules of the helpers. Training sessions could be offered so that volunteers are clear about their responsibilities.

The work of volunteers should be well recognized. Some ideas for expressing gratitude to volunteers include inviting them to teas or meals, presenting them with student-created gifts, cards or letters, and displaying their pictures in places of honour.

Information sharing sessions with parents/caregivers and students about the progress children are making can be valuable for all concerned. As the year begins, the teacher collects observations and samples of children's work. This information provides the basis for effective communication at the time of conferences. Together, parents/caregivers, students and teachers can make plans for addressing weaknesses and developing strengths.