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Let’s play!
Let’s play!
Kindergarten students love to start the morning by playing in the classroom. Sometimes they choose to play by themselves and other times they play together as a group. Students can choose their play independently, like stacking paper cups or key toys, using trucks and train toys, and the most popular one is role playing as chefs using playdough where they prepare food and drinks for each other and for the teachers. The play helps regulate their emotions as a transition time between home and school, and allows them to be ready to start the day. It is also a part of how they express themselves which teachers can observe and use to build conversations at school as ways to support students' self-managements and social skills.
Story time!
Story time!
Since the first week of school, Kindergarten students also have learned to build their communication skills, especially for listening and speaking. Teachers used story time for the whole class to build the sense of community in class. Teachers provide time for students to ask questions or make comments about parts of the story that usually link closely to their personal experiences. This way, the whole class is able to learn about one another as they develop their literacy skills.
How We Express Ourselves
How We Express Ourselves
The Unit of Inquiry for this term is about how we express ourselves. In order to get students to understand what it means, teachers provide the time to get them to start thinking about what kind of play that they like and what are the things they enjoy doing to make them feel happy. So for prior knowledge activity, students are asked to choose the toys they like the most from the play sessions at school. Teachers provide a list of choices based on the observation during the play. Students are also asked to choose activities they enjoy doing from a list of choices prepared by the teachers, based on the activities they have been doing at school too. The Kindergarteners learned to think before they choose and to share their opinion and thoughts. The results were recorded in graph format to also support the development of their number recognition skills.
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