Haris Portfolio

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the first report of Haris from his kindy

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Haris Portfolio

  1. 1. ,i 1:a *MSR* t:i i... lz ;: Welcome to J:r 'ir lvfitverton ]tin de,r€tarte,n it {:,i' llr :rq;ff,; ir lr i.r Li ,.r it ..;, ,1lr l> li iir ;tr ii i= i:, .i,; 'i'r i.: L.( i.i ir Your teachers ate: it l: 't .( ir l:r it ir )! ir i;r ir ir ilr ,j, -,,: Helen Jo Maree Rachoe | ': i.: !:r Teacher Aide l:r _lrr il:,r ir; Our philosophy is that through exploration of the learning environmentand links lr ,r i!-.- with familiei, all children are empowered becomecompetent to and confidentlife- ;: t,; long learners. lr i: '1..f i-r Welcometo your child's portfolio. It is availablefor you and your child to look at, t llr and discuss with teachers, anytime. We value your comments at aboutyour child's ]: ir 't'. r learning and encourage you to give written feedback. You can do this by writing i; ir after the learningstories,addinga parent'svoice page (availableaboveportfolios), i: it ,.lr or writing comments on the back page. We look forward to seeing your i, it contributions. l:r J.r- ;.1 J;' ;.'-lr -;r * -j):r lr;? rlt i..-:lr;lr -lr tlr l.r l,: -!r i-r-*:lr >: rr -..-l i.:L'- ji >:r' lr ;:r;i -;i lr lr lr r-.r
  2. 2. TeWheriki THE PRINCIPLES There are four broad principles at the centreof the THE CONTEXTOF EARLY early childhoodcurriculum. CURRICULUM CHILDHOOD Empowerment quot;llre early chilclltood curriculum ernpowers the child to leartr atrd grow. LevelOne: Holistic Development The learner engaged The early childhood curriculum reflectsthe holistic way children learn and grow. Family and Community The wider world of family and community is an integral part of the early childhood curriculum. Relationships Levels of Leamlng Children learn through responsiveand reciprocal Level One relationshipswith people,places,ar,d tl,ings. The leamer engaged with the leamlng envlronment: r learning to respond to challengeand change; r gaining knowledge of languageand cultural tools; r having individual needsand rights met, and developing associatedresponsibilities; r responsiveand reciprocalrelationships. Level Two The immedlate learning environments and relationships between them: r home and family; n early drildhood educationseftingpand the peoplein them. Level Three The aUutts' environment as it influences thelr capacity to care and educate r professionalism all adults; of r professionalsupport; I collegialdevelopmentand opportunities for further learning; I kinship networks; r friendship networks. Level Four The nation'a beliefs and values about chitdren and early chlldhood care and educafion.
  3. 3. iI Te l^/hariki THE PRINC|PLES'STRANDS,AND GOALS FOR THE EARLYCHILDHOOD CURRICULUM Strand 1: Strand 4: Well-being- Mana Atua Communication Mana Reo - The l'realthand well-being of the child areprotected 'l'he languages and syrnbolsof their own and other and nurtured. culturesarepromotedand protected. Goals Goals Childrenexperience environrnent an where: ChiIclren experielrce erlvironmeut au where: rq their healthis prornoted; n they developnon-verbal conrmunication E their emotionalwell-beingis nurtured; skills for a rarlgeof pur.poses; a they arekept safefrom harm. n they developverbalcommunicatiou skills for a rangeof purposes; Strand 2: n theyexperience stories the and symbolsclf Belonging ManaWhenua theirown and othercultures; - r Lhey discover and developdifferentways to Children and their families feel a senseof be creative and exlrressive. belonging. Goals Strand 5: Exploration Mana Aot0roa - Children and tl'reirfamiliesexperience environment an wirere: The child lear:ns tlrroughactiveexplorationof the environment. !{ connectinglinks with the family anclthe wider world areaffirmedand extended; u they know that they havea place; Goals u they feel comfortablewith the routines, Childrenexperience envirorrment an where: customs, and regularevents; n their play is valuedasmeaningfullearniug u they know the lirnits and boundariesof and the importance spontaneous of play is acceptablebehaviour, recognised; n they gain confidence aud controlof their in Strand 3: boclies; Contribution - Mana Tangata m they learnstrategies activeexploration, for thinking,and reasoning; Opportunitiesfor learningare equitable, and each n theydevelopworking theories making | ,t for child'scontribution valued. is sense the natural,social, of irl*l physical, and materialworlds. f ', { Goals Childrenexperience environment an where: u thereare equitableopportunitiesfor learning, irrespective gender, of ability,age,ethnicity, or background; n theyareaffirmed inclividr.rals; as n tl'rey etlcollragedto learn with and are alongsideotlquot;rers.
  4. 4. ffi. r.M.. Mlffi,. eA, /:zrrMt ffirt ry66 #oo f f iiiri t - r n # o o l f f i r i i F a n F F a n i ffi'. - r ill ffiuu @t'. : .O9 Teacheil Maree #uul -d l Todoy wosyour f irst doyot Milverton Kindergorten Hqris.How greatto seeyouconfidently ffi'. qll lookoround the exciting oreosof ploywith Mum.f ffiwml wosso impressed your willingness try new with to qctivities After o little bit of exploring diff erent . the M'. u l a oreqsof kindergqrten comein for mqt time.Youwereq bit you # - uncertoin oboutwhqtto do of mot time but after o M'. uel T h. I little while youbegon join in the octions! to Great ffi - -ml work Hqrisl. think youhod hodenough sitting f of @r |- uw1 n ml downqfter mqt time becquse spentthe rest of you ffi the session outside. decided work in the You to sondpit. Youwere very excitedqboutoll the diff erenteguipment the sondpit in shed! Youhoppily tried severol 'boking' in resources the sondpit. f I wonder youdo boking if with Mumot homeZ You :demonstroted identphysicol conf skillsqs you explored chqllenge the courseset up.You returned severqltimesto the sondpit qndf think this is going to be oneof your fovouriteoreosto ployot kindergorten. fnsidef couldseeyou enjoy iusing trqin set with o smoll the group of boys. Yourtidy upjob is to helpput owoy the wotertoys. AfIer tidy up time youwere hoppy sit downto o story before Mum to lcqme to tqke you home. Horis,youhodo greot f irst doy.Youwere hoppy ployondexplore,selecting to severol diff erentthingsto useond ploywith. We hopeyouenjoyed yourf irst day.We lookforwordto wotching growonddevelop you withinthe kindergorten ronmentl envi M''rtul @wr', sul # # @.'.@@@@ . - E .quot; d ffi,.#ffi'.4l.@:re46'N--E q ll tr=ilil E re l TEn, =6Bi . =daE Nb@-a i +]a E Equot;nr i=nn #nrl E** -f
  5. 5. Dat e: 2 .3 .0 9 tJ f) ;*- 0 t.) a (t b..) Haristhanksfor hefping me makingnew dough this morning.You were one of 5 chif- o O dren that got to help with this special taskto- day.You had to help measure the flour, out a saft.creamof tarterand oif into the bowf,then I added the dye and hot water and mixedit. lt was good thatyou were able to wait your turn N) and hefpwith the countingaswe addedaffthe (2 differentingredients. pickedthe cofouryel- You fow to makethe dough. Karlapickedthe colour a purpfe. Once I had mixedin the hot water,you continued mixingeverythingtogether,you a showed good perseverance it was stiffand as hard to mix everythingtogether.When it was all mixedyou washedout your bowl and spoon.good takingresponsibifity Haris. Next tD you returnedto the tabfeto hefp kneadthe dough.I wonder what cofourthe dough wiff .) be by the end of the week when the cofours have mixed together? wash your bowl and spoon. Knead and mix the dough together, l.J (i a 0q { X
  6. 6. -ir l:rlt ir -;1, -ir ir V p. *w - eUeWWUr*hAf;{* r *'t i? wffiffiw You know the routineswith mat Taking sometime to do some time, andjoin in the actionsof creativeexplorationwith the dye. someofour songs. Greatto seethat you feel confidentto have an individual turn in front ofthe group at mat time. You are confidentto join a group of children alreadyworking together You know to help yourselfto with the sears. You are able to follow the somewater when you need processand make yourself it. sometoastat process cooking. i? fr ;lr 'li :l? lr r-'.r ;l: i: More searsconstruction -;:( You startingworking with the train set by yourself, soonyou are happy to ir work alongsideother childrenwhen they join you. Togetheryou constructa train track for the trains to go on. ] 'J Creat see to tr you having tlr up time. youhelping been tidy up what playingwith at tidy Datet 72.3.09 Teachen Heten t{ltverton flndergorten f *tsR* Jilr.lr',lr 11.ri Jli. it lr il J! >: l.r Jr >? ,^. lr ',1rrF ;i lr -lr llr -* :1r lt :-:r-Jr lr 'k lr;k lr lr :lr
  7. 7. Dat e: 2 .3 .0 9 RelievingTeacher: Claire { _ *q kw E N) o O N) .) 0 N) Haristhanksfor hefpingme makingnew dough thismorning. Youwere one of 5 chif- a dren that got to hefpwith this speciaftaskto- day.Youhad to hefp measure the flour, out a saft,creamof tarterand oil into the bowf,then I added the dye and hot water and mixedit. ft was good that you were abfeto wait your turn t.J and helpwith the countingaswe addedaflthe differentingredients. pickedthe cofouryef- You O fow to makethe dough. Karfa pickedthe colour a purple.Once I had mixedin the hot water,you continuedmixingevery[hing together, you |t showed good perseverance it was stiffand as hard to mix everythingtogether.When it was all mixedyou washedout your bowl and spoon,good takingresponsibifity Haris. Next you returnedto the tableto hefp kneadthe dough.I wonderwhat cofourthe dough wiff l? be by the end of the week when the colours havemixedtogether? wash your bowl and spoon. Knead and mix the dough together, t.) a O 0q tD X
  8. 8. Name: rrc* l*tltver?on dergorten nh Haris Gh,azali Date: L6.3.09 Date Started Kindergarten: 2.2.09 Ffow have thev settled: Haris has settled in well to kindergarten. He is of kindergarten routines ^w^re and expectations and tries to work within these. He is huppy to say goodbye to Mum, and get busy at kindergarten. He participates in our r*at times and will take on an individual role in front of the group when he is feeling confident. He is self motivated in the choices of activities he chooses to do. Where are they working and playing? Haris explores a variety of areas at kindergarten. Inside he likes construction type activities, such as the mobilio and marble run. FIe also enjoys vehicles and transportation activities. He does a few painting and a bit of aft and creative ex- ploration. Haris prefers the outside environment, especially physical activity like the challenge course, running, trolleys, swinging, and working in the carpentry. FIe also enjoys sand and water play, especially mixing the two together. Who are they interacting with? Haris is happy to work independently at an activity of his own choosing. He is confident to join a group of childten aheady working together, and will initiate conversation with them. He comfortably interacts with other children at the same activity as himself. He is confident to make his needs known to adults when he needs help. Parents comments: Date shared: tfi .q ' 0 q Parents Signature: My documents/portfolio/pm back feed

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