DOCUMENT RESUME

ED 103 842 CS 201 858

TITLE Kindergarten Handbook: A Guide for Teachers.INSTITUTION West New York Public Schools, N.J.PUB DATE 74NOTE 46p.; Not available in hard copy due to marginal

legibility of original document

EDRS PRICE NP -$0.76 HC Not Available from EDRS..PLUS POSTAGEDESCRIPTORS Curriculum Guides; *Early Childhood Education;

Educational Objectives; *Educational Programs;Kindergarten Children; *Learning Readiness; *SelfConcept; *Teaching Guides

ABSTRACTThis combined handbook and teacher's guide for

kindergarten outlines a program intended to interest students inlearning while they develop a positive self-concept. Following abrief statement on the program's philosophical aims and anintroduction to the program, eight subject areas are described: art,health, language arts, mathematics, music, safety, science, andsocial studies. Each of the subject areas contains a statement of theobjectives and goals to be accomplished. Additional miscellaneousareas included in this handbook include trips, instructional media,reporting and testing, and conferences and evaluations. (RB)

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U S DEPARTMENT OP WEALS*.EDUCATION i VAMP ARENATIONAL INSTITUTE OP

EDUCATRIMTN'S DOCUMENT HAS BUN REPRODUCED EXACTLY AS RECEIVED PROMTHE PERSON OR ORDATHIATiON 01110,104*TING IT POINTS OP VIEW OR OPINIONSSTATED D4 NOT NECESSARILY REPRESENT OF F.CtAL NATIONAL. INSTITUTE OfEDUCATION POSITION OR POLICY

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A Guide for Teachers

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Philosophy

Introduction

Subjoct Areas

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SOCIW, sTtars

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12-1920.2324.2627.2829-3132-3334-43343535-36.36-43HANDBOOK FOR PARENTS

70.1.71.707.11

We. realize that each aild it Idadergarten is unique in his rate

of dovelopment and zrorith, so we have provided a grid© with afferent

activities to satisfy :::w1 a -evi4ue.1 differences, sad many sumested

ok3oriences that will con-eributo to the child's total growth. Included

is a basic philosophy., a hizh level of toaohor and child perforx.anco

and a, professional .7...v1-roach to all aspects of school life.

kinc:erzarton Stie40 is the product of such discussion,

plsna3zz, researchinz evzZuatinz and :w To.ising. is not a finite

courso of study, but a guide for teachers to move in the right direction

for learning to take place.

With this in mind, we hope it proves helpful to you as a professional

educator interested in children,

=050:17

Winderz,vten, as a place where a child is first =closed to school,

should be a happy, interostins and challonsinR experience. Since the

foundation for his motivation in school is started at this level, it is

important that ho learns in a secnre and unpressured atmosphere. By

learnins nu acquire knonledce which in some way may be beneficial to

the individual, not necersaril the amassinz of facts. In this nay,

positive attitudes may develop toward hirself, school and society.

OBJECTIVES

1. Establish an environment where children will learn to live'with

increased responsibility in order to become self directed.

2. Develop character and personality through discipline, justices

dimity of all people, moral development and respect for

autho:'ity and property.

3. Pncouraso independence.

h. Foster and stimulate intense involvement in loarnir' and

affective communication.

INTRODMTIGN

Kindergarten 017.4 doors to learning, and is a very important

year in the life of a child. it is a time when Lxporiences can determine

the direction of the future of 41 learning. The things that happen at

this early stk..° can make the difference in stimulating or stifling n11

future eagerness for learning.

'53 know that education begins in the home, and young children bring

much -4o school in patterns of health, language, social concepts and

attituden. Therefore, coo!lertion oe home, school and community will do

much to set the foundation for future growth.

Through a pressure free atmosphere, we attempt to help the child

gain skills of self direction and discovery of meaning. The kindergarten

is a workshop and laboratory for mazy ideas in cooperation, solf.control,

tolerance, citizenship and social development. la believe leafing should

be Individual and personal, take place through experiences and go from the

concrete to the abstract.

Childrons abilities end interests are varied, so the setting must be

diversified, and offer some thing from all areas of learning. There must be

places and things for a child to explore, and varied settings for him

to become involved. The centers of interest should create a homelike atmosphere

and be an invitation to learning that will contribute to a development

of desired behaviors. These centers should help

arouse curiositybuild a good self marebuild cognitive skillsimprove thinkinghelp with problem solvini: abilitybroaden human relationshipsdevelop values and standards

6 3

inspire creative crpressiondevelop comaunication of idonsencotwar.o inde7q1donae and understandingsocial dmeelopmcntsharfalg and coonmrationlead to role Taringbuild lar::e musc1.7s by balanen70 bonding, bouncing, carrying,

cravlin:, callor:in, hopping, lumping, lmaping,marchin::, IIrs'...ing0rollin-e, running, skippine:, sliding,

s4amptn7, ±r etching, smying swinging, throwing; and twisting,

make use of small =solos for motor control.

The whole environmont should provtde for building, challenzl.ns, cooking,

cutting,, croqtinn dramatizinj, experimenting, exploring, Generalizing,

im:gining, listen3.nw, modclin7, movin:, observing, pasting, cutting, sowing,

smelling, talking, tlstfm: touching and just sitting, quietly when it is

needed.

a 7

SUBJECT names

.'

.*.rt is hiZaly nr.:1, and represents a combination of early

13 7e exrertIcncc,s rtth one 15 unique pDrsonality. The earliest attem2ts

in art betrin with mho joy. an,3. plcazuro o" the process rather than

the pre,dret.

:1.rt at this flarlr staze helps

to c..4>zwest idcas, "ef,14nrz and emotions

encouraze mld thin'tinc

cnrLeh a daily livinf;

nurture indepondent rnd personal 0:per:lances

build confidence in ability

the child ;:rau in esthetic sensi'ivity.

thcrapeuticsI4r.

It should be

a daily rert of classroom activity with all materials

available

a "lace: nhcorn concepts me realized 7,3 nrpleve

a zrowth and development of baTic art not o. r^snit

of directions

a development throuzh comments and questions so that tho

child becomes more sensitive to the chnracttTisties and

qualities of tLe media

luAldren zraw.throrzh thn :rollowinc soqucntial etkps When usin4; media.

The stozos aro man3.pul:447e, en:loratory, schsmatie Z"k: dclibttrato.

The tcachsr must at all .L.ines

8

rotl.vatc throuch gymathetic cui&nce

be concarncd utth oucccss in cxporimontinc to communicate ideas

civo arprovol as o.'tm co noccrlary

L:t.lide to dc:ein..1tv 1.;.;;;as clari.frinz thInhirc throul3 quostion-,

i4nd. dizcuasionz

avoid use of pattorn mur so children can create

nalk and Crayon:.. ( Chalk 4" x 1", thick crrvons )

his mzdia rewals the individual, civinc clues

to ?orsonality from tochniquo hold, timid, direct

`Stews

Zaribblin:0 ( unnontrolled to controlled )

Vcrtical and horizontal linos

Circular shapos for oh,jootc ( c.s socn by child )

.7.y.%z;cration in :size, no proportion

Omizoion oi4 details

plhcinc on paper

picturco ( inside and out put to:ether )

nvrIctivttic3 in ono picturo

.411 on bottom of paper

Orcanization of ideas.

Paintinc ( 10 brush, brush, cases Yak& mouth jars, norepaners,

cloths. )

"hter play important before paintin5ohns

tborapautic vcluo. Paintim: with water end

bru....h provides simolo nsintinc routines how

to avoid drips, brush makes i rferont shapes

and tlic blackboard is coed base to trr

Paper

introduce ono color at a time bold colors first

Cne brush for ofich color

:,ddition of the number of colors will depend upon

ind-vidua: rndiness to control

Mi:z the amount of paint needed for the day

To avoid odor . add two drops of oil or peppermint

and 1 ewsp. baking soda when mixing paints

Finger Paints ( 1 '..c7). of ono color on moist shiny vapor, add

colors =ordinal:* )

Th..1.8 is a direct media, no tool to control and

gives unrestricted movencnt hands, wrists, fists,

fin ;ors, arms, elbow, both hands, fO)t

Children must be taught clean up process

Good .For rhythmic play

Formica board good to make print or painting

Other Paint Idoas

Blot, blown blot, printing with different

materials ( potato, sponge and r:ring).sands

soap suds, tissue etc.

( Paper of good siqe for little fingers )

Gives opportunity to experiment with crumpling,

creasing, rolling, tearing, cutting and pasting

Proficiency in use of scissors, provision made

for right and loft handednoss

Fold papers with some decree of skill

'a-ran:anent and roarrangomont of precut shapes and

shapes cut by children

10

Modeling

Opportunity to cut along lino

:..lany opportunities for eoilago

straws, yarn, cord, Laffin cup,paper doilies, corre"atod board,wires, buttons, srovits, feath,rapbeads, ribbons, nails, sequins,piro cleaners, boxes for trains,houca cars etc.

( Zach piece about the size of an avorage orange )

Sand, plasticine, play dough, ceramic clay

Invito to squeeze, squash, smooth, roll, press,

poke, twist, pat, pull . etc..

nal and combine shetnets

Add tools such as rolling, pin, tonzue depressors

mtffin cut out

7.'ork on newspapors, cloth or formica board

Housekooping rules important

trier world.ng with ceramic clay - slow drying

process important to avoid crack:in.;

Woodworking (Work with pre (lilt wood or mill ends )

Challongo is different because snbotonce is hard

Safety very inportant.

Sometimes just to rawer nails

Place p5ecos of wood together for structure

or non realistic set up

Glue may be used

Dofinito rulu3

,4.1nays Itndcr srporvision of adultmay work at one time

Stay caw, if you are not wov..11ng on woodSpocific directions on use of toolsTwo hands on savrRight sizo tool for childHouselcoopinz rules apply

Ptippatry Use bags) r.ittenss card board, plates) rolls:

socks) neitxaros of cloth etc.

Drarlat!e. play rather than art activity peye

Ildren en!c47,r mmipulations it is a concrete

=dia

Block Building t t:ollow blocks and Carolyn Pratt type )

Givos good omlortunity for creative dramatic play

Good tior loarning spatial rolationships) balance)

to and form

7roullent 'physical activity

Stares in building individual or.Deriences are

plk-tro indepondent play but watching othors)

cooperation in planning and activities)and group

play

Teach handling of blocks

t ?0 maw to carrySort and stack accordingly when playis completedLarge area to rccomodato this activity,free from trafficSmall topinoar to complete structure

Special sitnations Construction may be left for more than ono day's

draratic play

:tule s Always display matorials 17ith mountings, legiblo lettering) with trequent

changes of work on bulletin boards.

M.1.TH

ilvalth is a continuous procram of observation and guidance beginninz

in the Undercarton and extending throughout school life. ( While parents arc

responsible, teachers observe many abnormalities and refer them to the

school nurse )

OBJECTIVES

1. To develop desirable attitude about health.

2. To improve maintain and appreciate the value of cleanliness,

nutrition and good health.

3. To respect and have consideration for the health o.c, others.

Concepts to be developed

Cleanliness

Daily readiness for school

!lands, nails, hair, teeth, neck, ears

Use of toilet facnities and functions

Chance clothes frequently

Bathe regularly

Proper dress :or weather

Visits to dentist and doctor

Keep articles my from eyes, cars, nose, mouth

Take care of cuts and bruises immediately

Exercise and Rost

Proper time for bed

Routines at bedtime wash - teeth, hours for sleep at

least lla

Sleep related to growth

10

Nutrition

Relaxation during the day

Outdoor and indoor play

Mood related to growth

Knoulodgo of foods for meals and snacks

Proper eating habits

Portions

Table manners

Mlingnoss to try new foods

nonce: of sharing bites, cups and straws

Physical education in School

"Movement education,' necessity in school - almost

no place at home to develop as a moving physical person

Experience for largo muscles to help

discover strength and pouer of body

Opportunity for practice in physical

coordination, relief of tensions, confidence

in selfonnd' learning about the physical

forces that enhance and limit his behavior

( force, space and time )

Drugs

Talk about contents and dangers of medicine cabinet

revor to take anything un3lss mother gives it

Sex Education

Booklet to be distributed

14 11

MTS

Kindergarten should ht language centered from the first day of school.

To help children advance in languaze areas, teachers should create a highly

communicative atmosphere. Teachers can communicate through experiences in

art, science, soci%1 studios, music and math. Children learn to. doing.

Each child enters school with his unique language pattern. Teachers. should

expand programs to moot the needs of all students, consider each child's

poteltial and adjust curricula to meet the needs of slow, disadvantaged, average

and advanced learners.

03,17CTIVES

1. To acquire the skill of oral expression and communication.

2. To provide experiences and stimulation for verbal responses.

3. To encoura;:e listening, learning and participation.

4. To develop the habit of purposeful observation to make for better

verbalization

5. To guide children to recognize inrormation0note details and draw inferenc:ts.

6. To encourage children to react and appreciate good literature and :-.oetrv.

7. To begin to see the rol.:;tionship betuoen taking, readirz :end

3. To tune in to bcainning sounds and alphabet

?Ts: 1 - COMITTS TO IC Drmomm

Ajusts to school onviromInt:

renonding to greetirugs social amnities

Learninz routines listening, tethers, waiting to speelc

Cooporatin' woricing with 7:Jers

..".uditory Experiences :

Learns importanc.1) o" lixtening

12

Teach zood listAnlm; habits

for a purlpose

ft cnjo:Frcnt

Li.:4(.41s for lmauazo development

lf:arns how to co: nun

Lict:;n: crit;:cally

To develop attmt71.....r span

To sharpen auditory

To partfsinatc in fin6cr plvs and rhymes

nr.Z. of conv=sation

:ability to disfrins:

School experionces

ramar life

Tell stories in sequence

Incrcale vocabulary

Learn to spc* rith claritr aril proper lancuazo

Develop sequential ability in spacch

Bo in to connuniento throuc;h pantomime

Benin to role play

VISTZL =MIEN=

Idantifins

nblects

Textures

size

13

Shapes

Peo?le

1:.g ins to associate till environment

...ctien in picture

Lon:Ivit:: being pantomimed

Toarna to handlc a book

cmppomnsIor

Follows and understz.nds directions

Comprehends pictures

Objc!ets in stories

7ollows simplc; ideas

Stories and poor:3

Solves problttne

7:ealities printed sTtbols from words

Begins to enjoy poetry and prose

Understands activity being pnntomimod

or a child to be prepared for reading, he must mature physically, emotionralr,

intellectually and socially :And nos floss a sound background of experiences.

It is also desirable that ho want to read. Men a kindergarten child i3

socially, emotionally, physically and intellectually mature, he in ready

to enter second phase of the Language Arts Program.

PI= 11 . GLISRAL NDJUSTVENT TO SCI OOL ImmlommyT

Develops:

Independence

tepondabil#y

Responsibility

Ability to be attentive

Practices self- control

4 uditory Zxpuriences

Develops listenin: habits

Atentive

Lei-ne to appreciate

Learns to car= inforration

Can listen and identify

Ability to memorize by listoninc

Yellows sequential ideas and learns to carry out a series of directions

Develops auditory skills

sozinninz sounds

Rhyming sounds

Listens critically

COICITNICATION SKILLS

Usos correct speech

Creates rhymes

Picks out rhymers

Enunciates properly

Talks in sentences

Increases vocabulary

Discusses past, present and future

Lbility to put conctpts into words

enjoys role playing

Tells stories

Participates in choral spoakinc

Uses mression and speaks with confidence

:lee to compose croup experience charts and letters

Learns what can be said, can be written and be road.

£8 15

Able to create ori:inal stories or books

Teacher always using perfect manuscripts upper and lower case

VISUAL L7121:RIEYCE

Learns to categories

Lc4rns to associate

Develops visual 7a:caption

Observos likenesses and differences

Develops eye to hand coordination

Learns left . to . right progression

aecocnizos his name in upper and lower case manuscript

Begins to match pictures

Letters

7.brds

Recoznizes and identifies letters

Recognizes words

Recognizes sign;

Sielt labels, picture storybooks

COMPREWSION SKILLS

Manifests increasing interest in books

Begins to show interest in words

Can be attentive for longer periods of time

Increases ability to repeat and memorize

Can tell meaning co" story and outcome

Ability to discriminate between reality and unreality

Ability to pretend and role play emotional concepts

Understand the differences between poetry and prose

Understand the world through experiences

Learns to empathize with story characters

Has developed divergent thinking skills 16

P.pprociates story tailing time

ENGLISH AS A S:COND. LArITZE

Children with language b..rrier problems need a social

curricull= to help th= acquirs skills in a secondary language.

Thltil these children havo son facility with English, ';eachers should

use this guide only as a supplemental aid. To assist these students, use

" English as a Second Language for Head Start and Kindergarten Children

As soon as pupils learn the rudiments of the English Language

incorporate this guide uith " Let's Speak English ".

Simple rules to follow

Accumulate many visual aids to arouse interest.

Make child feel secure.

Ilbrk with individual and small groups to help verbalize.

experiences through pattern.

0%

17

:Nue reqairi.d:

Miter:Lae:

L;ixectionst

IMVS.Sii AS A SECOND LAIIGUAGE

von 11:3:.1) START AND lillMERGARTIO MILDEW

20 rattutes c:eily with a group of 6 to 8 children.

Hetet puppets of a bey and a girl('141;c:so 7,4741..4z. o: toy aid a girl.

Use puppats-, tc, Lova them as if they speak and keep them

animated. r.ocIal each talking pattern several times before askingchildrat to repoc...t, Uee herld gostures to have the children repeatthe patterns a:41dr= muat hand gestures suggest that

it is time to repeat.

Teacher should neat herself on same level as children.Do not to above theme

Nave children repeat patteni mac y tines before going to a new 0:100

Model dielogue with puppets; children listen

toy Puppet: "Viy. naaue Qs Oarless"Girl Puppets wity. names texts."Repeat many tie

toy Puppet to Girl 'Puppet: "Matte your name?"

Girl Puppet to Bey Puppet: i'llhat's your nem?"Work for response to above questions.

Use foods for taLte 1:21:es & dislikes* etc.Hel,p distinguish between boy end girl by song, "Put Your lefulger

in the Aire" Sing, "Little boy* whates your name, What's your 22E1109"

eta. "Little girl what's your nan e. tbatis your nevelt etc.

)br responces, work with whole group on pattern. I ben you feel

you are getting good response, gesture ibr half of group toresponds rinally, work for individual response.

PFAU REMOTArT CHILD TO LISTh7i. Ile will gradually re pond.

Review previous lessons and patterns daily. Sing Song daily,adding to one with names of children.

Start chain pat' .n by permitting puppets to ask each other..oltr name's Maria. What's your zanier "Vy name's Carlos* Idhattts

your mune?"

Gradually permit children to ask each other without tho use of

PIPPotao

21

Pep 2

OZ:Aer Patteras: r.arisoastrato "Pleas:4 stand up.""':Loam s Lt dates Q"Pleede ooze hore."

Add is claz:s to pattera: "P1o,2ze Qt and up, Jua.""PlCE ze sit down, CazIon.""Pleaeo come here, Lorenzo."

Children respond by .following tho directicno, repea.t.ing pattern.1140 Mary repetitions, aid work into chain pattern.

Other Patterns Continued: Nadel a book and repeat "a book" "a boo:eV& book".

Have class moat by picking up a book while repeating "a book".

Nodal by poi ating to eel: ft1 want a book".

Have child give you a took and say "Thank you".:LW repetitions wi.th this pattarA.

Add objects to this above patterns crayon, box, ball., paper, banana.Again children respond by following dirocticos, repeating pattern, and work.lag into chain pattern.

Question Patterns Teachers "What do you warn,' or "What do you like?"1^4sponses . "I :,rant a Give the article requestod.

"1 ilicoo000n

After article is received:Seaports° s "Zaulc you" .

Variation of gaestion pattern b, adding affirmative and negative--Toachers "Do you wart a ball?' Show object.Responses "Yes, 1 do." Give object rested.Responao: "Thenk you."Teachers "Do you want a bootResponse: "14o, I don't.*

Plural. Pattern: Add '5' to objocta to show more thao one, Continue theabove with plural and have children modal pattezn.

Choice: Place objects aide by side and ask, "Do you want a book or aorgrn?" "Do you want a crayon or °rayos?"

Se :active Teaching: 'Fatal pattorAs daily with much repetition. Act cut asmany patterns as possible. The teacher must have empathy, be patient,and innovate. Much illustrative material must be accumulated.Use tape recorder, record player, end overhead projector.

Follow Ups After these pattorns have boon exhausted refer to "'XIS EPSANSOLI ZIP West New York Publication.

22 19

MAT:M:4'0TM

The child's :drat exporioneoa with mathematics must be exciting,

meaningful and cucclzsful. no muct dincover by handling, questioning,

prodictinz and drawing eonclucionce naly onportunitiPs must be given that

will involve arit!cal ::aturIty factors and individual differences

must be considered in planning opportunities for all mathematical erperiences.

OBJECTIVE3

1. To provide opportunities that will give the child experiences

involving concept of =bars.

2. To encourage him to arrivo at solutions through his on effeerts.

3. Develop the ability, to understand tho moaning in countint, prom

onn to ten with an abundance materials to form a foundation for

moaningful comprehenson.

h. Develop the ability to rocognize each numoral.

5. Understand the ordinal sense from first to twit.

6. To identify sots or objects.

7: Divolop concepts in many situations

a. Develop ability to relate known mathematical ideas to problem solvinz.

Ir 757 FOLTD"7..M 7onx =Tv TH: Mr/MS CHILD ACOMMIIC TO HIS REt.DINrS3

FOR THT; LEM ON %HICH mn CA7 7117CTION.

Plan appropriate activities with materials so that children can learn

concept, identification 4nd rocognitton of numerals from one to ten*

One to one relationship

To match t!'o spolcon word vdth appropriate numeral

;:brays start at the top when writing numerals

Practice in knowing sets, pairs, piles, groups, twins etc.

20

Learn to recognize and iaentify shapes; circles, squares, triangle, rectangle

and oval

Realize meaning of zero, as none or " not ag

Lwarenoss of us© of numerals for date, address, age, telephone, clock,

gamos, puzzles, radio; television etc.

Measurement Concepts

Liquid - cooking, water play, pour, teaspoon, tablespoon, cup,

pint, quart

Dry - yardstick, tape measure, scale, inches, pound, box,

loaf, sack, dozen, meight of self and articles

itctri Tee a ..cts 1 pe4,xt%cce..t cif) 1 icct tic. ale.,

Temperature Concepts

Thermometer, indoors, outdoor, sel4

Hot and Cold

Freezing and thawing

Money Concepts

Coin recognition - penny, nickel, dime, quarter

0 Sign:

Handling of money for milk, shows, trips, stamps, purchase of materials,

tickets etc,

Fraction Concepts

Mole, half ( out half, fill half, half a day, half the children etc. )

Time Concepts

Calendar - year, month,week day, today, tomorrow, yesterday

Clock - time for school, time for dinner, time for bed

Terminology of

Comparisons

big bigger bigest

high higher highest

24 21

large larr:cr largest

short shorter shortest

small smaller smallest

tall taller tallest

Opposites

above below

after before

alike different

backward forward

fast slaw

few many

heavy light

high low

in out

in front of in back of

left rirkt

lass more

long short

near far

over under

same different

thin fat

top bottom

wide narrow

young old

General

beside, between, center, circle, column, corner, curve,

=ouch, group, line, middle, most, oval, rectangle, set,

26 22

a

sides sizes squares straicht, trianj1o, wavy

Pr000ss Words

count, how ranys how much; take away, ono things

all together, one by ones add ones more than etc.

26

=SIC

Music is a jor%1 lingua ;o in which the child impresses his reclines

and communicates his idels, 71casure is dorivod from the expression of

motion, movein'nt and sounds. All experiences shoUld center about l: stoning,

sik.Inz -,)11'rine, moving ane orcatine music co that a love and appreciation

tall davolop.

MIXTIVES

1. To enjoy cnd ef-Jvelop 1ov, for music.

2. To learn to msrond in a mc.aninzful wriv. to the moods oxpressed.

3. To boo= familiar uth different type-3 of music .

4. To develop repertoire of songs, danaos and ;;amps to be usod as

aids in other sUbloct areas

5. To become familiar with instrument:

6. To erect(' a;:pressions Irrids and movements.

WIC =an= von MUSIC

Pitch pipe for ovary teacher, record p1s7er, albums of records,

tape rocord4r 'with taps 9;, ;iano, autoharp and rhythm instrumnts.

SiNA11,7) rapvriences

Find sinaina voice testoro hf. is self conscious

Pleasnre in Sinzinz

Craat:Ivo int,r7retatIon nnd rhythmic rosponno.,

Sinaina Voice

Find success and gain confide=

In emotional outle. or 0.7.0c.

27 24

teachzr

aeoumge :Any e:fort

To z.I'Lng in Tun:,

Piten n. be ,borbei;innni; on

:mitatn whistlos, horns etc.C

Inswor to cans

ConvorsF.tional

3ood morninz re-iponss

:alsuers to questions

i.ate Songs

Tac!ir.r must know con very wall

Pitch pipe or becinnin note on piano

Motivate rinz;inz

Mtb body, not elm.% words

Larzo musolcs

VIAlio bicycles rocking horeq, skating, train etc.

Creative int,Jrpretation with art

Sincina. cala.:43

Bouncing bans

Dancing with scarves

28 25

Pitch Consciousnet:Ls

:lay; o: melod7 a2pronriate far a,*s level

Pitch pi)e imnortant at all tims

Zplore high send law tones, 121) and down of music

Imitate cars, horns, wand etc.

?bythm Instrumants

Enhanon mood

Investigate type of beat . fast slow, even unevon alternating boats.

Beat by waning, clapping, marching Ito.

.Accompany songs, dances and dramatizations

Fake own innovative ;Instruments

Create

lAmments, tunes and lyrics

Appreciation

Listening for good music

Moods of music

29 26

SAFETY

Sa2ety is to be integrated in 'Ulf) daily living of ham and school

OBJECTIM

1. To give the child the real importance of learning and practicing

safety-

2. To inspire with enthusiasm the care for safety..

3. To do things the see way so accidents do not occur .

Concepts of Safety

Street

Cross at crossings

Cross on green light

Best and shortest way to school

RemeMber policeman is your friend, feel secure to toll and

ask him

Precautions 4bor4 fire

Rules for fair play

School

Observe rules

Careful use of scissors and tools

Fire drill attitudes

Staircase conduct

Rapid dismissal rapidity

Report all accidents

Home

Safe practices home and school

Fire precautions

30 27

Protect ycNrscl!' and others

Report all accidents to adults

31 28

Scimnce in the '':iiirlorgarten concerns life and matter of the child's

everyday eronriences. Each topic must be an invitation to explore= question,

Observe, classify and report. The child's horizons are to be extended by

new experiences with materials and investigations. The answer to why'', , is

to the level of maturity.

OBJECTIVE

To work with the following, using concrete experiences so that

intellectual concepts will form and children will comprehend.

Concepts of Natural Sciences - Living Things

. Experiences in raising plants arc: animals

reeds for air, water, light, room to grow,

importance of' seeds and bulbs, trace, flower's

Seasonal effects on living things

ppreciation of people's dependence upon plants

and animals for food, shelter, beauty

Identification of plants, trees, flowers, insects,

animals and water life

Meaninz;ful experiences with living thing in the room

Concepts of Physics -.Elements and Forces of Nature

Properties of weather air, Irate:, sky, earth, sun, moon and stars.

Air around us, the feel, weight and invisibility

of it

nater; cleudo, dew, fog, frost, snow, ice, erects

of heat and cold on water ( evwporation condensation )

32

treavenly bodies, heating effect, difference

of sun, noon, stars, light and shadow effect

Properties of light and dark

7)27. versus night

uso of mirror, prism, magnifying glass

Sources of light ( natural, electric )

Properties of senses

Visual . associations, symbols, categories, recall,

sequential, relationships

Auditory and sounds around us . ( people, animals

and things, ) pitch, intensity ( loud, soft );

reflection

Tactile - response to properties of matter, rough,

smooth, hard, soft, light, heavy, hot, cold

big, little, round, square, resilience:

gravity, and magnetism

Taste . salty, sweet, sour, bitter, acidity; chemistry

changes powder dissolving in liquid, frozen

to solid or liquid.

Smell . pleasant, unpleasant, pungent, materials that

have odors

Properties of electricity

Transmission of sound, power, light

?explanation of static electricity ( how it is produced

and where it is found )

Concepts of Mechanics .rachines

Man.made machines for doing work, in the home and oommunity

Use of wheels, pulleys etc.

33 30

Concepts of Osolora

Idonti!'ication of stone, earth, sand

Identification of muter, river, ocean, lake

31

SOCIAL STUDLTS

Social studies in the Kindergarten helps the child become acquainted

with his inraediate environment, and is concerned with spatial and social

relationships that mill be valid in other areas through learning experiences.

OBJECTIVS

1. To help the child make the transition from home to school and

the community by observing the immediate surroundings around him.

2. To build a good self image, increase individual responsibility,

understanding of others, and extend social relationship.

3. To develop a clear concept of man and his environment.

4. To realize the independence of people upon one another.

The Homo and School

The Home environment

Dramatization of family life by use of centers of interest

Family roles

Name of street, telephone, number, city, state

School environment

To become familiar with the school building and rules

Name of school

Room number

Rules and regulations for school and classroom living

To become acquainted with the principal, nurse, maintenance workers etc

To become familiar with the school neighborhood

Community

To become familiar with community helpers and their jobs

32

To be able to r'aliscs haw these helpers help us and each other

( fireman, policeman, po!txtian, doctor, dentist, et,. )

To become familiar with the different ways of traveS:ing around

the community.

To become familiar with buildings, parks, stores, etc.

Holidays

Introduce special days . family, religion, tradition

National, state and local

Birthdays

Patriotic

Nearby ?tacos and ?a? Altray

dome

Travol shore, country, other cities, states and countries

Moving . country and laguage

Cultural and racial differences

Naps and Globes

Finding 'ray to school

In school

Place you came from

Plaess to visit

Social Living

Fair play, taking turns

Rules, listening to reason

Courteous behavior, making choices

Feeling for others, dividing responsibililly

26 33

IIISCELIANBOUS

SIPS

Trips are important at this age for supplementing and extending

learning experiences. They trust be simile, and begin with the immediate

surroundings, and tha.n branch out to broaden and develop now concepts.

The teacher must choose places wisely, thin1 dn1; of the backgrounds needs

and abilities of their maturity. Plways remember to notify principal,

parents, and the place ou plan to visit, or the people you plan to talk:with.

Some typical local trips

Observation walks - in school and out

walks to talk to community helpers on their rounds

Policeman . traffic, walking, motorcycle, polico car, van

Mailman - different letter boxes, bags, mail trucks, carts

Fireman . trucks, hydrants, inspection tours, fire boxes

Park Inspector - duties, how can we help; pollution

People in school . doctor, dentist, nurse, maintenance men

Visits to local recreational facilities . picnic to park,

feed birds, ducks and squirrels, walks to family gardens.

Visits to airport, bank, construction sites, dairy, docks,

library, museum, river, supermarket, train yard, truck yard, zoo

Sensory training trips bakery, butcher, candy factory,

chicken market, farm and the college agricultural center,

fish store, florist, green house, ice cream factory, laundry,

lumber yard, archard, pet shop, pharmacy, shoemaker, traffic light

General Rules

If there is to be an extended bus trip, have the total time on the

bus within the limits or one hour.

37

Take with -,Fou brown paper boas, har4.;. candy, band aids,

wash cloths or wet paper toweling, tissues, safety pins and

a complote list o± all people on the trip including

addresses and telephone numbers.

Parents and helpers J to 1 ratio, ( this is an excellent

opportunity "'or parental involvement ).

INTRUCTIONLL

Radio, television, filmstrips, tape recorders and record players

can contribute a wealth e inmormation and enjoyment to young children.

lisdom and discrimin3tion on the part of ttle teacher must be exercised

whm choosinc this material. ( matoriRi must be previewed ).

excessive aunt or TV experiences will load to passiveness on the

part of the child, and much of this is an afternoon experience at home.

Ton school, the youngster needs to express himself by doing, creating

and being involved. Fifteen minutes of use of this instructional media

at one sitting at this ace is sufficient.

R2PORTINO VATITIO

neportinc is another way to have a bond between home and school. The

best way is for the teacher to be honest, and start with something positive

about the child. Remember you are evaluating the parents pride and joy,-end

are trying to help parents to better understand and provide for the development

of the child.

Use of croup tests at this ace are questionable, but the is a place

for individual evaluation. "Than a child's behavior, attitudes and hebits

are not consistent with positive growth and development he should be tested

by the psychologist, who observes him in his environment many Uwe, and he and

the teacher make up the anecdotal record. This helps the school personnel

und" stand his behavior and provtdes direction in meeting his needs at an

early stage in lenrninc. 38 35

.4..ftilr a rood year o£ livinc there must be improvement and the success

when ovaluatild should show to parents

evidences o" interests that were lackins when enrolled

more to cal thinking and understandinc

tinrsovnranoo in interests and deeper thought

evidence or nrra concepts and expansion of old ones and

correction of wrong ones

a natural euriosity to seek answers

a consciousness 0: environmt

a feeliur for types of media and use of same

an interest in books

understandinr 17hat you say can be mitten, what you write

you can read

a coed communication vocabulary

improved work habits and pride in work

better relationships with peers and adults

attending to subject at hand

a sense of responsibility

better self discipline

TOM = A LOVEIP S. LnalumG klIn SCHOOL

COVERENCS'ArD rlf!LnTIMS'

The following sheets are to be used for conferences with parents

November white sheet

Parch yellow sheet

May blue sheet

If a parent does not attend a conference the white

letter is sent home for signature ( if three conferences are not attended

there will be three letters ).

39 36

Letter to attend conference

'kri,?, 3T 3'Ti:14 Y03,1C

PUBLIC SCHOOLS

Date

Dear Ix* orPlease cane toe chool on at- 411110415 INNIONFONEMOMMOr

apt clock to d isousa and her progress

Thank ion:

his progres%

Teacher

374i

The following letter is to be sent home the week after the scheduledconference.

Dear Mr. and

"'; tr; YealC

Date

Lamy attempts haft been made to schsdale an ap2ointment

with you rcarding es progress in kindergarten.

At this Uses it is necessarf to inform you that your

s work is satisflctory

needs imp ovement

unsatisfactory

If you now wish to m.'et 'rith his teachers please feel tree

to contact for a conference.

Conferences to be arranged so parentswill have a few choices for time schedule. 41

ouvollamommlnlpimmulro

38

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KIND:R0.,arm

PIMICAL

Uses small uscles

Uses larger muscles

U and vision

Conference dates; lov. 18-30

S N I I

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SOCIAL

Confident

Aelates ith lecrs

telates,rith adults

Particinatel in activities

ShoJs self-control

".:0500aS rimitts and _property,

As umesities

.....11NOLVLAPITIUmmt

Listens attentive

Follows lirections

Comnre ends conce is

allitzto reason

Visual aiyareness

Key far .Lating

S Satisfslatory Proguess

N w Heeds Help

I = Improving

L.

* Spanish peaking (Indicate -Lang. Dev.) 7...7/rireere

49'Leacher

4,..NOMPEP11en

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WM.

39

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Aelltps uithimers

Aelates uith adults

?articipate3 in activities

11. :GSM oliMsNaiNmm.gh.m......v...IwnsolmUa

40Practises pelf. control

MIRIMMIRMIO 111INIPMMIMMIMPIMMI

4esvects rielLts.anitirotz_

Assumes res .sibilities

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tttALLane develo eat

ttParticioates in discussions /./0 ..MMIP111 =i1ViP1..111 /fanOStates ideas in 1$901101100

l'ollous directions

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MONiakes associations

NIMININI i 11Observes likenesses and differences

dumber con

Uses 'volts and tells storiesCM. ANNI4111111MMEN=wrimmummumosigneSIO

Usas resources in roam to lan

Catnpletes a task

Levels deeding aeadiness

Key for eating

S -..atisfactory Progress

N Needs help

I kmroving

NINI+111.11=1MINIMSOINIMMIM111MIN.111MMIMPIMINNUMMOMI11111.111MMImmilmr .

Kindergarten Pre kinds erten

* bpanish Speaking

leacher

4 a gas 40

PH!SICAL

trees small muscles

1

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KINDaGAX221 MUTATION

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SOCIAL

seauith ere

t = with saltscioates in activities

Practices 4W-control

400 1111111

3espects rights and propert

Assumes re ibilities

Key for Gating

S Satisfactory ProgressNat Needs HelpI Improving* Spanish Speaking

4 4

iarentis Signature

4

(in the last day of school, in June, the followin:-, pink letter accompenies

each child, for entrance to first grade in September.

The booklet " ao:rs " is ,';iven to parents when the child is enrolled

in the Kinder,;arto.n.

la

KINDERGARTEN

West NOW YorkPublic Schools

Your child, has completed

the kindergarten program...... will be assigned to Grade

Roane's*** , School # woo on *****

We believe the next year in school should be a happy

and satisfactory experience

4;

Teacher

Principal

42

I'M

D

KINDERGARTEN

Readiness theilieList

Name

Date of Rating

Date of Birth

Teacher and School

IPP

IPP

roun

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ossu

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earn

mot

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NW

alli

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RATINGS

19221.42!1!

tPOOR

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1 *i I

...."-a i

PHYSICAL

4-

t -r-

Hearing

iE

F"

F-

M/ocular coordination

1f

General health and vigor

1ri-

EMOTIONAL AND SOCIAL. DEVELOPMENT

tf

Self reliance and independence

i

Self control

I

f I

Group participation

i1

i

11

i

chness and variety of experiences__

................. ..... ............... ____ .... _______ ............

.

-

Parental interest

Foreign language at home, Yes

No

Language

HOD

3ACKILOW

iINTEREST DEVELOPMENT

1f

'"'""niGal;Wat

story time

tt

+t

Can sit at one activity for extended time

1:

E

i -

r

Expressed desire to read

i

44i

S1

GENERAL ABILITIES

E1

I

ltamtrieers

Ji t.

. 4L

f

Relates to adults

4i

i

Can carry on a conversation

ti

i

Comprehension of spoken directions

.:

.1

Knowledge of word meanings

1t

i

4

1 I

Visual perception of similarities and differences

F .1

Auditory perception of similarities and differerces

ili

t.

................»

......

.....

..... -__4

-

Sequence ability in pictures and events

4.

Recalls information

1i

Can pick out a rhyme

2I

Handles a book

I_

i

r....-...........

4-

TI-

1 f'

i-

1

Recognizes and interprets pictures

Knows left to right in charts and books

Recognizes colors

Can copy visual designs

Has concept of numbers

440,

Recognizes name

Prints name (manuscript)

Can Match letters, yes

no

04=

1; can name letters, yea

no

; Can read, yes

no

.111

0000

0

-