Early Childhood Program: Kindergarten 1 & 2

Nurturing enjoyment of and self-confidence in reading and writing is the essence of the early childhood language arts program. The program:

• Integrates reading, writing, listening and speaking across the curriculum.
• Offers a unique, in-class phonological awareness program led by the class teachers and supported by the speech/language therapist to help students understand the sound sequences within words and the broader units of sound in our language, such as syllables, words and rhymes.)The Wilson Fundations program is used extensively to introduce the children to sound/symbol associations and to correct letter formation.

Expressive and receptive language

The development of language skills forms the basis for the pre-primary program. We use an approach in which children are given opportunities to extend and enrich both their expressive and receptive language skills. Language enrichment activities focus on vocabulary, rhyming, auditory processing, memory tasks and sequence.

In Kindergarten 1 and 2, children:

• Work in large and small groups
• Are involved in activities that include discussion, questioning, categorizing and comparing
• Learn to recount events in sequential order
• Are encouraged to use their own words to describe their recollections
• Practice remembering multiple-step directions
• Learn to give clear directions
• Commit small passages to memory
• Use language to learn to think logically and creatively

Reading

In the Kindergarten 1 program, many opportunities are provided for children to develop beginning reading skills. Throughout their day, children read along while teachers model with literature and big books, they read the schedule, the morning message, words to songs and poems, and environmental print in the classroom. The Kindergarten 2 program moves toward independent reading of simple, predictable texts. By January, teachers conduct regular guided reading groups with children using leveled text appropriate to their reading development. The children learn how to apply their growing knowledge of phonics and how to ask and answer questions about the texts. Use of classroom libraries and frequent trips to the Lower School Library are essential to the program.

In Kindergarten 1 and 2, children:

• Listen to stories and non-fiction texts read aloud to them
• Develop a sight vocabulary
• Learn to apply beginning decoding strategies through the association of sounds and words
• Are encouraged to read words, stories and books, depending on their own abilities
• Discuss stories read to them to facilitate comprehension and retention of details

Writing

We use the Writer's Workshop approach to help children learn to express themselves freely and fully along the continuum of development. Children are encouraged to start by drawing pictures and dictating their words to an adult. By the end of K1, children are able to match many letters to sounds in their writing. In K2, as their skills increase, children study different genres and begin to use conventional spelling for some high frequency words. Eventually, they are able to write short books, lists, poems and facts about a topic.

In Kindergarten 1, children:

• Create non-representational art and dictate their thoughts to an adult
• Are guided through the phases of role-playing and experimental writing, laying the foundation for early writing
• Use invented spelling to create stories
• Begin to learn correct letter formation of capitals and lower case letters

In Kindergarten 2, children:

• Write about their own experiences
• Learn the phonetic sounds of letters taught in context to enable independent writing
• Write stories, both individually and in groups
• Work to develop correct handwriting skills and some conventional spellings
• Use writing to develop thinking and language expression.
• Gradually learn to use upper and lower case letters appropriately

Math in the Early Childhood Program is experientially based. Children develop an understanding of basic math concepts through manipulating, counting and sorting objects, and by using manipulatives, such as geoboards, pattern blocks and dice. Children apply mathematical concepts to their world by collecting data and making graphs, learning about the calendar and exploring patterns all around them. Games and hands-on activities are incorporated to reinforce concepts.

Among the skills taught in Kindergarten 1, children learn:

Counting and cardinality

Counts by rote to 20 
Recognizes numbers 0 to 10 
Counts to tell the number of objects to 20
Counts objects using 1-to-1 correspondence up to 20

Geometry

Identifies 2-D shapes: circle, square, triangle, rectangle
Describes objects in the environment using names of shapes
Analyzes, compares and sorts objects

Operations and algebraic thinking

Understands addition as adding to
Understands subtraction as taking away from
Recognizes and duplicates patterns 
Creates patterns

Measurement and data

Describes and compares measurable attributes
Sorts objects and counts the number of objects in each category

Among the skills taught in Kindergarten 2, children learn:

Counting and cardinality

Counts by rote to 50 
Counts objects using 1-to-1 correspondence up to 15 
Counts forward from a given number up to 50 
Writes and illustrates numbers to 10
Compares groups of objects to determine more, less and equal (1-10)

Operations and algebraic thinking

Represents number stories with objects, fingers, mental images, drawings, and acting out situations
Generates and continues patterns 
Identifies patterning rule and extends patterns

Measurement and data

Individually collects and sorts data using objects and pictures
Identifies and sorts objects by attributes
Describes and compares length and weight

Geometry

Identifies and describes 2-D shapes: circle, square, rectangle, triangle, hexagon
Analyzes and compares 2-D shapes using different attributes

Social studies are interwoven into the everyday life of the class. As children investigate ideas related to themselves, their peers, families and communities, they begin to develop an understanding of how the world works. Project work becomes a particularly important part of social studies. Through their daily interaction and their in-depth project studies, students learn how to negotiate and collaborate, to ask questions and wonder, to listen to differing points of view, and to treat each other with respect and empathy. The international environment of ASL provides rich opportunities for children to learn about other cultures and traditions.

“Children are full of theories if we ask them and wonder with them. It is the search and the questions that are the most important part of life.”
—Carla Rinaldi

Young children are natural scientists and love to wonder and search together. Exploring the wonders of the world, discovering, experimenting and hypothesizing are intrinsic to childhood and form the basis of the Early Childhood science program. Teachers provide open-ended questions that stimulate children’s thinking and provoke discussion. In Kindergarten 1 and 2, children are encouraged to explore materials; learn to use simple, scientific tools; ask open-ended questions; and conduct experiments.

“Children need the freedom to appreciate the infinite resources of their hands, their eyes and their ears, the resources of forms, materials, sounds and colors.”
—Loris Malaguzzi

Following the philosophy of Reggio Emilia, the children work with the creative arts teacher several times a week, exploring music, movement, drama and art. They are recognized as competent and creative explorers and the importance of the learning process rather than the final product is emphasized. Involvement in the expressive arts allows the children to revisit subjects of interest over and over again through many different media to gain multiple perspectives and a higher level of understanding. Children are encouraged to take ownership of their learning and initiate their own investigations using a wide variety of materials and techniques. Spanish vocabulary for colors, numbers, greetings and the body are incorporated into creative arts through music and movement.

An early childhood PE specialist provides regular lessons, focusing on movement, body awareness, and cooperation.

K1
Throughout the autumn term, students in K1 focus on emotions and begin to develop their self-awareness and expand their emotional vocabulary. In the first two units, K1 students begin to explore how feelings can be expressed non-verbally and how certain situations may bring about specific emotions. Students continue their inquiry of emotions by thinking deeply about others and considering how one’s actions affect the feelings of others. K1 students begin to establish the difference between healthy and unhealthy friendship skills and learn how to effectively communicate when conflicts arise by using an “I-message”. During the spring term, K1 students shift their focus from emotion recognition to self-regulation. Classes launch an early application of perseverance skills by way of mistake-practice and dive deep into exploring coping strategies to keep the body calm. Students end their year with three lessons on personal safety and community awareness. Classes review basic safety choices, recognize what constitutes an emergency, how and when to utilize 999, and understand that a trusted adult must be notified when a problem is too big to solve on our own. In addition, K1 students learn about the basics of consent and practice telling someone “no” if they feel uncomfortable. 

K2
Students in K2 begin the year learning about how each member’s actions affect the group. They continue developing emotional awareness by exploring a variety of feelings and how to handle the “big” feelings we all experience from time to time. Students practice a variety of breathing techniques as the main tool for self-regulation. As they think about the skills needed to develop and maintain friendships, the children in K2 practice using “I-messages”, an assertive and kind way to help others know how we feel and what we want during conflicts. Students also learn about problems they may be able to solve on their own and those that may require adult support. Children are introduced to the concept of a growth mindset and how mistakes make our brains “grow”. Classes discuss tattling vs. telling. Students spend two lessons exploring basic community safety in London, including when to utilize 999, as well as the concept of consent and the importance of finding a trusted adult if someone makes you feel unsafe or uncomfortable. The year ends with a review of the ASL Core Value of kindness.