Have you ever wondered why they call it Kindergarten?
As many parents get ready to send their little 4 -5 year olds to Kindergarten, you may be wondering why we call it Kindergarten. The word kindergarten comes from the German language. The term dates to the 1840’s and was created by Friedrich Froebel who started the first kindergarten, “Garden of Children “.
The word Kindergarten symbolized his vision for early childhood education: “Children are like tiny flowers; they are varied and need care, but each is beautiful alone and glorious when seen in the community of peers.” Before 1840, children under the age of 7 did not attend school yet. Froebel was an educator who believed in hands-on learning for children. He also had a love for nature, science, architecture, and mathematics. He felt children needed to be “nurtured and caringly tended to like plants in a garden.” Hence, he founded an early education program for young children, which he called kindergarten.
It was a place where children could develop and flourish freely through self- directed play under the guidance, not direction, of the teacher. His belief system was an inspiration to many educators and philosophers including Maria Montessori. It is easy to see his influence in her work. Maria Montessori was the first to introduce a child-sized environment. She wanted the children to feel that the classroom belonged to them rather than the teachers.
These ideas have had a huge impact on how preschool and kindergarten have developed over the years. As we approach back to school this year amongst uncertainty due to the global pandemic, we must remind ourselves of the initial motivation, “Children are like tiny flowers; they are varied and need care. “Like plants and flowers, children are fragile yet resilient. Parents and educators alike share the responsibility of keeping these precious little ones safe. We want to provide a place for them to grow and flourish while shielding them from the elements!
At Alpha’s Discovery Kids Preschool and Daycare, we are growing too. We have created a new Kindergarten program where children 3.5-5 years old can grow and flourish in a place that belongs to them. We have enhanced our Four Pillars of Learning curriculum for this age group to challenge them further. Our stimulating program allows children to grow along side their peers and gives parents the reassurance that their children are in a safe environment. We have large classrooms with less then full capacity ratios to create more space for physical distancing within the day. If you would like to find out more about our Kindergarten program, click here.
Wherever you may choose to grow your flower(s) let us not lose sight of the foundations, inspirations and intentions set into motion in 1840 with “Kindergarten”! We wish all our little flowers a prosperous year full of growth and new learning opportunities!
SENIOR PRESCHOOL/KINDERGARTEN PROGRAM – AGES 3.5-5 years
Alpha’s Discovery Kids Sr. Preschool/Kindergarten program offers advanced academic opportunities which promote learning readiness for primary school preparation. Our Kindergarten program is based on our unique curriculum called the Four Pillars of Learning, which incorporates a holistic approach to learning using the four pillars. As our students become more independent, we can devote more time to an increased level of academics. We approach this as an opportunity to build upon each child’s abilities and strengths to reach full potential in all areas. Our holistic approach is consistently based on providing a sense of belonging, engagement, security, and nurturing. We provide an environment that is stimulating, fosters curiosity and encourages inquiry-based learning. We provide child-led and teacher supported learning experiences to encourage the mental, physical and spiritual growth of our students. We strive to achieve the utmost quality of care while working along side families as a partnership. The relationship we strive to create allows us to fully to embrace, encourage and maximize learning and support well being in each individual child. This program is designed to build skills, confidence and empower the “Alpha” in each one of our students before moving into the primary grades.
Four pillars planning time –The children will come to the table to gather where they will have their printing cards ready for them. During this gathering time the educator will present any new options that are available in the room for the morning work period. The children will have an opportunity to choose which activities they would like to work on, or what materials they would like to explore. The educators will recognize each choice and what area of the room the child is interested in. The educators will also encourage inquiry to further engage the children’s minds, promote exploration as well as develop further awareness and mindfulness as they carry out their learning each day.
Pillar 1 – Language and Literacy
Language and Literacy is our first pillar of learning as we focus on building communication skills as the foundation of all other learning.
Progressive printing cards –This fine motor/literacy activity will allow the children to progressively improve upon their printing skills each day. This process will be gradual and based on each child’s ability level. This process may begin with hand over hand, tracing and eventually as their abilities progress, the children will soon be able to print words independently (starting with their own names). This process will prepare children for name recognition and lead to phonological awareness and the ability to read and write.
Phonics – We will be using an inductive approach to motivate the children to learning letter sounds. By using the multi-sensory components of the Jolly Phonics program, we can make learning synthetic phonics fun. We do this by incorporating songs and games into their activities.
Pillar 2 – STEAM Learning (Science, Technology, Engineering, Art and Math)
Work Time – Educators will plan activities to explore STEAM learning each day. During Work Time, children will choose areas of the classroom to explore Science, Technology, Engineering, Art, Math, Language, Literacy, Nature, Fine motor, Dramatic, Music and Movement, Sensory Activities. Children will explore materials in the classroom in each of these areas in a meaningful and purposeful way. The Work Time period takes place two times per day, in the morning and afternoon.
Collaborative Reflection Time and Showcase of work – During work time, the children will be able to put their name card on any work they would like to save and share during gathering time. If it is not possible to save the work, a photo will be taken so that it can be shared with the group. During collaborative reflection time, the children will be given the opportunity to share their work or photo (both independent and collaborative). This process will enhance the children’s experience during work time, allowing a focus on uninterrupted work schedules and helping to develop their skills in whatever domain they are working (fine motor, spatial relationships, creativity, problem solving, language and literacy etc.). Additionally, allowing children time to present their work within a group environment, with the active help of their teacher, will support children’s socio-emotional development, self-confidence, descriptive language, stimulating peer interactions and co-operative skills. This will inevitability build upon each child’s natural curiosities individually and as a group.
Collaborative Lesson – In the afternoon, there will be a teacher-led presentation of material and activity demonstration to build further inquiry in Math, Science, Language, Literacy and French. This will be an opportunity for each child to gather and learn through collaboration with the educator and peers. This gives the educator an opportunity to plant seeds to create new interest and inquiry-based learning or build upon existing interests within the classroom. Following this lesson, the children will have the opportunity to work independently in addition to working in collaboration with peers.
Pillar 3 – Physical Activity and Nutrition
Outdoor Time – Developing a lifelong healthy lifestyle starts in the early years. Our third pillar of learning is an important component of our program to not only provide opportunities for physical activity and healthy meals but also to instill the importance of the overall health benefits of both. We offer two outdoor time periods in the day (morning and afternoon) for physical activities as well as indoor physical activities to promote physical fitness and well being. We strongly believe that fresh air and engaging in nature along with healthy eating are valuable daily practices at all times of the year.
Lunch/Snack Time – We reinforce a healthy lifestyle by modelling healthy eating habits and participating in family-style dining with the children. We discuss portions, nutritional facts and provide a variety of food choices to help children develop an understanding of how to take care of the human body.
Daily Routines – Including daily routines where the children practice independent tasks such as pouring, scraping their dishes, cleaning up after themselves and using manners, we build on other valuable areas of development such as physical fine motor skills, accountability, confidence and empowerment.
Pillar 4 – Mindful Awareness
Mindfulness is incorporated in all parts of the daily routine and curriculum. Educators reinforce this concept through daily conversations and interactions between educators and children. We discuss choices and acknowledge feelings to create awareness within and promote social-emotional health and self-regulation skills. Educators provide tools and strategies to help children to learn how to manage stress, anxiety and interact with peers in a positive manner.
Mindful Yoga – During our mindful yoga practice, we reinforce this by honouring our physical health and promoting self-regulation. This part of the daily routine is intended to provide the children an opportunity to go within and experience a sense of calm each day. This practice encourages the children to shift gears and allow for quiet self-reflection within their minds and bodies. This practice will be carried out in several different methods and the children will be encouraged to embrace this as a tool to manage stress, anxiety, increase self-control, and sustain attention. Children will develop the ability to focus, visualize, improve balance and develop an acceptance of self and others.
To learn more and register for the program: click here