Field Visit to EtonHouse Pre-School (Newton)
The school’s curriculum is based upon best educational practices from around the world (UK National Curriculum & Internati...
Nursery 1 PYP Transdisciplinary Skills Term 3     Communication Skills Listening –  Listening to directions; listening to ...
EtonHouse Happy Secure Caring Rich Learning Environment
<ul><li>Children learn through first - hand practical experiences. </li></ul>Believed in a child centred approach to the c...
<ul><li>Valued parental involvement in their child’s education. </li></ul>Sports Day Involves in Children’s Learning
<ul><li>Empowering each individual to be enthusiastic lifelong learners and confident global citizens of the future. </li>...
<ul><li>Acknowledging and responding to each learner’s potential. </li></ul><ul><li>An authentic partnership with families...
Timetable for the dolphins: a common timetabling for Nursery’s Nursery 1 Dolphins **Please note that activities and time m...
Block timetable: the teacher can choose which lesson she wants to do in class. Time / Day Monday Tuesday Wednesday Thursda...
Toilet Bulletin board Windows Bulletin board Bulletin board Bulletin board Mat Mat Cabinets for toys Cabinets for teacher’...
Toys, Material Available in Class Open-Ended Toys
Types of Toys
Home Corner
Stored In The  Cabinet
Library Corner
Stationeries
Visual  Display
Children line up in an orderly manner  after music and movement class.
 
 
Settle down – Ready for snack
Fig 1: Teacher modeling as she encourages the children to repeat the song and the actions. Fig 2: Teacher waiting as the c...
Fig 3: Teacher sits at the eye level with the children. While engaging them in the lessons. Fig 4 : Teacher talking to thi...
Fig 6: Children and teacher sings songs during transitions. Fig 7 : The child explaining what happen and teacher consoling...
Fig 9: Teacher maintaining eye-level as the child shares her view on what she likes to play. Fig 10: The teacher catches t...
Fig 12: Incidental learning, teacher and the children saw a insect and took it the class and discussing on what the insect...
Teacher simplified and explain even the actions to the children, creating a very interactive lesson.  Fig 16 : Teacher pro...
Fig 18: the child was comfortable on sharing her ideas with the teacher who portrayed good listening. Fig 19: The snack ti...
Young children are active participants, they socialize with people around them and at any enviro nment. Childhood socializ...
Learning from each other
<ul><li>Children imitating their friend’s actions during activities time </li></ul>Influencing and Modeling Behaviour
Exchanging gestures, ideas, opinions and negotiating Problem solving
Turn taking Sharing   Helping
Caring Companion
Friendliness  Cooperation  Responsibility  Independence Self-Controlled Behaviour
Interaction time  *Music time / Circle Time / Outdoor Time / Reading Time / Snack Time
 
<ul><li>Emotional, social, cognitive and physical needs </li></ul>
<ul><li>Children expressed interest in knowing about  animals – thus the  elephant  was chosen  </li></ul><ul><li>Teacher ...
Children learn different skills through play activities.
Songs , books, toys, language, math and science activities were planned around the theme on animals.
Children participate in hands on activities
<ul><li>Continually assessing  individual child and the program </li></ul>
Various ways of communication
 
 
An elephant with a long trunk Look, my elephant’s spraying water through its nose! I am stomping like an elephant Cocka-do...
 
Rafaela demonstrated to her friends how to do the paper marché . Violà! Our paper marché elephant!
<ul><li>Yuki shows off her new water bottle </li></ul><ul><li>Yuki asks, “more please!” </li></ul>
Ahan doing a number matching activity Mmm… check on this side first. Yippee!  I got the correct answer!
Individual Portfolios Types of Record Keeping, Assessment & Observations
Summaries
Work Samples Compilation of Portfolios
Individual Assessments
Group Assessments
Checklists
Anecdotal Records
Taking Photographs
Taking Videos
Use of Sticky Notes
 
 
 
 
 
 
<ul><li>Discovery, exploration and inquiry </li></ul><ul><li>Incidental learning </li></ul>
 
 
Parental Involvement Healthy Food Teacher-child interaction Teacher’s dedication
Advantages of the Progamme are:-
<ul><li>Through Free Play, children will be able to enhance their </li></ul><ul><li>Language development </li></ul><ul><li...
Toy and Materials in the classroom Varieties of  Open-ended toys Varieties of materials in Dramatic Corner Colourful Pictu...
Teacher-child  Interaction  ~ 1 <ul><li>Teacher interaction through modeling . </li></ul><ul><li>Teacher sit at eye level ...
Teacher-child Interaction  ~ 2 <ul><li>Interaction at … </li></ul><ul><li>Lesson time </li></ul><ul><li>Snack time </li></...
Overall Curriculum  <ul><li>Active Learning through :- </li></ul><ul><li>Hands-on experiences </li></ul><ul><li>Self-disco...
Record keeping, assessment and observation strategies Individual Portfolio Individual Assessment Group Assessment Anecdota...
Room for Improvement Currently  all table toys are kept in the cupboard. Suggestion  - Table toys should be place on open ...
Upcoming SlideShare
Loading in...5
×

Preschool

2,473

Published on

0 Comments
3 Likes
Statistics
Notes
  • Be the first to comment

No Downloads
Views
Total Views
2,473
On Slideshare
0
From Embeds
0
Number of Embeds
0
Actions
Shares
0
Downloads
0
Comments
0
Likes
3
Embeds 0
No embeds

No notes for slide

Transcript of "Preschool"

  1. 1. Field Visit to EtonHouse Pre-School (Newton)
  2. 2. The school’s curriculum is based upon best educational practices from around the world (UK National Curriculum & International Baccalaureate Primary Years Programme – IB PYP). 6 keys learning areas are: <ul><li>Language and Literacy </li></ul><ul><li>Mathematical Awareness </li></ul><ul><li>Knowledge and Understanding of the World </li></ul><ul><li>Creative Awareness </li></ul><ul><li>Physical Development </li></ul><ul><li>Personal and Social Development </li></ul>
  3. 3. Nursery 1 PYP Transdisciplinary Skills Term 3 Communication Skills Listening – Listening to directions; listening to others; listening to information. Speaking – Speaking clearly; giving oral reports to small and large groups; expressing ideas clearly and logically; stating opinions. Reading – Introducing a variety of sources for information and pleasure. Presenting – Presenting photographs and videos of their personal experiences with animals. Self –Management Skills Fine Motor Skills - Mark making and craft making experiences. Eye hand co-ordination experiences. Gross Motor Skills - Mimicking animal movements. Healthy lifestyle – Practicing appropriate hygiene and self care <ul><li>Mathematical Awareness </li></ul><ul><li>Acquisition of knowledge – </li></ul><ul><li>Pre Number concepts </li></ul><ul><li>Identifying attributes by sizes, shapes, colours. </li></ul><ul><li>Matching by association </li></ul><ul><li>Animal patterns </li></ul><ul><li>Sorting animals </li></ul>Research Skills Observing – Using all the senses to notice relevant details about different animals. Collecting Data – Gathering information from a variety of first hand and second hand sources such as maps, direct observation, books, films, people and photos. Interpreting data – Drawing conclusion from relationships and patterns that emerge from their observation on animals. . Thinking Skills Acquisition of Knowledge – Gaining specific facts, ideas, vocabulary; relating to animals. Comprehension – Grasping meaning from material learned; understanding the similarities of animal needs. Learner Profile Thinkers – Appreciate importance of critical and creative thinking in the learning process involving animals, their characteristics and their needs . Caring – Show care, empathy and respect for animals . Inquirers – Be curious, ask questions, and enjoy learning about animal characteristics and needs . Social Skills Accepting responsibility – Assuming responsibility of care for animals. Group Decision Making – Listening to others; discussing ideas; asking questions; working towards obtaining consensus during group projects. <ul><li>An inquiry into : How the world works; interaction between the natural world and human societies </li></ul><ul><li>Unit : Animals around us </li></ul><ul><li>Subject focus : Science and Mathematics </li></ul><ul><li>Central Ideas : Animals have different characteristics but similar needs. </li></ul><ul><li>Concept : Form </li></ul><ul><li>Related Concepts : Animals classification, patterning and matching. </li></ul><ul><li>Lines of Inquiry : </li></ul><ul><li>Characteristic of animals </li></ul><ul><li>Animals and their needs </li></ul>
  4. 4. EtonHouse Happy Secure Caring Rich Learning Environment
  5. 5. <ul><li>Children learn through first - hand practical experiences. </li></ul>Believed in a child centred approach to the curriculum: Explore Plan, Decision Making Appreciation
  6. 6. <ul><li>Valued parental involvement in their child’s education. </li></ul>Sports Day Involves in Children’s Learning
  7. 7. <ul><li>Empowering each individual to be enthusiastic lifelong learners and confident global citizens of the future. </li></ul><ul><li>A curriculum focused on pedagogical integrity and research based best practice. </li></ul>What we want to learn How best will we learn How will we know what we have learned IB
  8. 8. <ul><li>Acknowledging and responding to each learner’s potential. </li></ul><ul><li>An authentic partnership with families and the community continuous evaluation, improvement and quality assurance across the organization. </li></ul>
  9. 9. Timetable for the dolphins: a common timetabling for Nursery’s Nursery 1 Dolphins **Please note that activities and time may change due to the children’s interests and needs. Time / Day Monday Tuesday Wednesday Thursday Friday 8.30 am Indoor activities - puzzles, manipulative play, construction toys, dough play, drawing, easel painting, Home corner. 9.00 am Music Water Play Circle Time / Registration / Songs & Rhymes Sand Play Circle Time / Registration / Songs & Rhymes 9.30 am Toileting / Outdoor Play 10.00 am Mandarin / Japanese Lesson 10.30 am Tidying Up/ Snack Time 10.50 am Unit of Inquiry Unit of Inquiry Unit of Inquiry Unit of Inquiry Unit of Inquiry 11.50 am Tidying up / Toileting / Lunch 12.15 pm Home / Buses
  10. 10. Block timetable: the teacher can choose which lesson she wants to do in class. Time / Day Monday Tuesday Wednesday Thursday Friday 8.30 am Indoor activities - puzzles, manipulative play, construction toys, dough play, drawing, easel painting, Home corner. 9.00 am Music Water Play Circle Time / Registration / Songs & Rhymes Sand Play Circle Time / Registration / Songs & Rhymes 9.30 am Toileting / Outdoor Play 10.00 am Mandarin / Japanese Lesson 10.30 am Tidying Up/ Snack Time 10.50 am 11.50 am Tidying up / Toileting / Lunch 12.15 pm Home / Buses
  11. 11. Toilet Bulletin board Windows Bulletin board Bulletin board Bulletin board Mat Mat Cabinets for toys Cabinets for teacher’s resources Library Shelf Shelf for construction toys Home Corner
  12. 12. Toys, Material Available in Class Open-Ended Toys
  13. 13. Types of Toys
  14. 14. Home Corner
  15. 15. Stored In The Cabinet
  16. 16. Library Corner
  17. 17. Stationeries
  18. 18. Visual Display
  19. 19. Children line up in an orderly manner after music and movement class.
  20. 22. Settle down – Ready for snack
  21. 23. Fig 1: Teacher modeling as she encourages the children to repeat the song and the actions. Fig 2: Teacher waiting as the children think and take time to answer. She praises them each time they give an answer.
  22. 24. Fig 3: Teacher sits at the eye level with the children. While engaging them in the lessons. Fig 4 : Teacher talking to this child who seems to withdraw himself from the class activities. She prompts him but leave it to his choice to participate. Fig 5 : Teacher carries the child who’s withdrawn and encourages him to join the class.
  23. 25. Fig 6: Children and teacher sings songs during transitions. Fig 7 : The child explaining what happen and teacher consoling her. Teacher stroke the girl and reassured her. Fig 8 : Teacher at the same time explaining what the child could have done to prevent herself from falling down.
  24. 26. Fig 9: Teacher maintaining eye-level as the child shares her view on what she likes to play. Fig 10: The teacher catches them being good and lead them on what they can do to help themselves. (self help skills) Fig 11: Teachers making the child feel comfortable and give opportunities for her to speak though she took her own time to answer.
  25. 27. Fig 12: Incidental learning, teacher and the children saw a insect and took it the class and discussing on what the insect was. Fig 13 : The teacher actually allowed another child to comfort the child who had a fall. She acted like she doesn’t know and let them solve their problem. Fig 14: As the child questioned teacher’s work, the teacher asked her the question back, making the child think and reflect as well.
  26. 28. Teacher simplified and explain even the actions to the children, creating a very interactive lesson. Fig 16 : Teacher prompt children on different level of thinking. (scaffolding) Fig 17 : Teacher at the same time explaining what the child could have done to prevent herself from falling down.
  27. 29. Fig 18: the child was comfortable on sharing her ideas with the teacher who portrayed good listening. Fig 19: The snack time was more than just having snack, teacher and children were engaged in good conversations. Fig 20 : Teacher did not help the child but yet guide them on how to wear the sandals.
  28. 30. Young children are active participants, they socialize with people around them and at any enviro nment. Childhood socialization include:-
  29. 31. Learning from each other
  30. 32. <ul><li>Children imitating their friend’s actions during activities time </li></ul>Influencing and Modeling Behaviour
  31. 33. Exchanging gestures, ideas, opinions and negotiating Problem solving
  32. 34. Turn taking Sharing Helping
  33. 35. Caring Companion
  34. 36. Friendliness Cooperation Responsibility Independence Self-Controlled Behaviour
  35. 37. Interaction time *Music time / Circle Time / Outdoor Time / Reading Time / Snack Time
  36. 39. <ul><li>Emotional, social, cognitive and physical needs </li></ul>
  37. 40. <ul><li>Children expressed interest in knowing about animals – thus the elephant was chosen </li></ul><ul><li>Teacher planned activities to support intere st </li></ul>
  38. 41. Children learn different skills through play activities.
  39. 42. Songs , books, toys, language, math and science activities were planned around the theme on animals.
  40. 43. Children participate in hands on activities
  41. 44. <ul><li>Continually assessing individual child and the program </li></ul>
  42. 45. Various ways of communication
  43. 48. An elephant with a long trunk Look, my elephant’s spraying water through its nose! I am stomping like an elephant Cocka-do-da-do... I am a rooster flapping my wings
  44. 50. Rafaela demonstrated to her friends how to do the paper marché . Violà! Our paper marché elephant!
  45. 51. <ul><li>Yuki shows off her new water bottle </li></ul><ul><li>Yuki asks, “more please!” </li></ul>
  46. 52. Ahan doing a number matching activity Mmm… check on this side first. Yippee! I got the correct answer!
  47. 53. Individual Portfolios Types of Record Keeping, Assessment & Observations
  48. 54. Summaries
  49. 55. Work Samples Compilation of Portfolios
  50. 56. Individual Assessments
  51. 57. Group Assessments
  52. 58. Checklists
  53. 59. Anecdotal Records
  54. 60. Taking Photographs
  55. 61. Taking Videos
  56. 62. Use of Sticky Notes
  57. 69. <ul><li>Discovery, exploration and inquiry </li></ul><ul><li>Incidental learning </li></ul>
  58. 72. Parental Involvement Healthy Food Teacher-child interaction Teacher’s dedication
  59. 73. Advantages of the Progamme are:-
  60. 74. <ul><li>Through Free Play, children will be able to enhance their </li></ul><ul><li>Language development </li></ul><ul><li>Cognitive development </li></ul><ul><li>Motor Skills development </li></ul><ul><li>Socio-emotion development </li></ul>Time / Day Monday Tuesday Wednesday Thursday Friday 8.30 am Indoor activities - puzzles, manipulative play, construction toys, dough play, drawing, easel painting, Home corner. 9.00 am Music Water Play Circle Time / Registration / Songs & Rhymes Sand Play Circle Time / Registration / Songs & Rhymes 9.30 am Toileting / Outdoor Play 10.00 am Mandarin / Japanese Lesson 10.30 am Tidying Up/ Snack Time 10.50 am Unit of Inquiry Unit of Inquiry Unit of Inquiry Unit of Inquiry Unit of Inquiry 11.50 am Tidying up / Toileting / Lunch 12.15 pm Home / Buses
  61. 75. Toy and Materials in the classroom Varieties of Open-ended toys Varieties of materials in Dramatic Corner Colourful Picture Books at the Reading Corner
  62. 76. Teacher-child Interaction ~ 1 <ul><li>Teacher interaction through modeling . </li></ul><ul><li>Teacher sit at eye level of the children to communicate with them. </li></ul>
  63. 77. Teacher-child Interaction ~ 2 <ul><li>Interaction at … </li></ul><ul><li>Lesson time </li></ul><ul><li>Snack time </li></ul><ul><li>Play time </li></ul><ul><li>Reading time </li></ul>
  64. 78. Overall Curriculum <ul><li>Active Learning through :- </li></ul><ul><li>Hands-on experiences </li></ul><ul><li>Self-discovery </li></ul><ul><li>Exploration </li></ul>
  65. 79. Record keeping, assessment and observation strategies Individual Portfolio Individual Assessment Group Assessment Anecdotal Record Checklist
  66. 80. Room for Improvement Currently all table toys are kept in the cupboard. Suggestion - Table toys should be place on open shelves so that children can access them easily Currently stationery are all kept in containers with tight lid. Suggestion – Stationery container should not close with lid and are encouraged to collect their stationery themselves.

×