The goal of kindergarten standards in City International Schools is to promote the development of a child who has the attributes of: inventiveness, curiosity, persistence, engagement, reasoning, problem solving, responsibility, imagination, and creativity. To assist the child in obtaining these attributes, we approach the child’s learning through actions that encourage the child to:
Classroom environments in city international schools is set up so as to stimulate the kindergarten’s curiosity, initiative and inquiry and foster opportunities for adult-student interaction. Classrooms are organized and structured to support all areas of development through a range of instructional techniques and strategies, they are rich in literacy, and integrate literacy and numeracy throughout the day. They provide children with a safe comfortable atmosphere where they can practice newly acquired skills and build on them to learn new information. The classroom environment accommodates active and quiet activates and offers opportunities for solitary, parallel and group interaction observable by an adult.
In addition to a robust set of standards to guide practice, our kindergarten program utilizes a system of assessment that is valid and reliable, comprehensive, developmentally appropriate and linguistically responsive in order to document each child’s growth and development in relation to defined set of standards.
The curriculum guidance for the foundation stage is used in our school as a learning tool to educate all children aged 3-5. We, at American City College, believe strongly in the effectiveness and long terms benefit of applying this curriculum in our school.
The curriculum guidance for the early years is divided into six areas of learning:
- Personal , social and emotional development
- Communication, language and literacy
- Mathematical development
- Knowledge & understanding of the world
- Physical development
- Creative development
Children are constantly encountering new experiences and seeking to understand them in order to extend their skills, develop their confidence and build on what they already know. They learn in many different ways. Teachers have a crucial role in this learning and should draw on a range of teaching and care strategies and knowledge of child development. Children deepen their understanding by playing, talking , observing, planning, questioning, experimenting, testing, repeating, reflecting and responding to adults and to each other.
The curriculum for the foundation stage should strengthen all future learning by supporting, fostering, promoting and developing children’s:
Personal, social and emotional well-being: in particular by supporting the transition to and between settings, promoting an inclusive ethos and providing opportunities for each child to become a valued member of that group and community so that a strong self-image and self-esteem are promoted;
Positive attitudes and dispositions towards their learning: in particular enthusiasm for knowledge and learning and a confidence in their ability to be successful learners;
Social skills: in particular by providing opportunities that enable them to learn how to cooperate and work harmoniously alongside and with each other and to listen to each other;
Language and communication: with opportunities for all children to talk and communicate in a widening range of situations, to respond to adults and to each others, to practice and extend the range of vocabulary and communicate skills they use and to listen carefully;
Reading and writing: with opportunities for all children to explore, enjoy, learn about and use words and text in a broad range of contexts and to experience a rich variety of books;
Mathematics: with opportunities for all children to develop their understanding of number, measurement, pattern, shape and space by providing a board range of contexts in which they explore, enjoy, learn, practice and talk about them.
Knowledge and understanding of the world: with opportunities for all children to solve problems, make decisions, experiment, predict, plan and question in variety of contexts, and to explore and find out about their environment and people and places that have significance in their lives;
Physical development; with opportunities for all children to develop and practice their fine and gross motor skills and to increase their understanding of how their bodies work and what they need to do to be healthy and safe;
Creative development: with opportunities for all children to explore and share thoughts, ideas and feelings through a variety of art, design and technology, music, movement, dance and imagination and role play activities.
Effective education requires teachers who understand that children develop rapidly during the early years – physically, intellectually, emotionally and socially. Children are entitled to provision that supports and extends knowledge, skills, understanding and confidence, and helps them to overcome a disadvantage.
Our teachers ensure that all children feel included, secure and valued. They strive to build positive relationships with parents in order to work effectively with them and their children. Early years experience should build on what children already know and can do. It should also encourage a positive attitude and disposition to learn and aim to prevent early failure.