Kindergarten Program

• Kindergarten
• Art
• Core French
• English Language Arts
• Health
• Mathematics
• Music
• Physical Education
• Religious Education (Integrated)
• Religious Education (Pentecostal)
• Religious Education (Roman Catholic)
• Science
• Social Studies
• Technology Education
• Recommended Time Allotments

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Kindergarten

Children are introduced to formal education through Kindergarten, an educational program provided by all primary schools in Newfoundland and Labrador.

The Kindergarten Program, as described in Early Beginnings: A Kindergarten Curriculum Guide, is designed to support the intellectual, physical, social, emotional, spiritual, and moral development of the four- and five-year-old child.

Inherent in the Kindergarten Program is the recognition that children are individuals, every child is unique and the diverse needs and developmental levels of children can be accommodated through developmentally appropriate practices.

The Kindergarten Program provides for integrated and discrete learning in: language arts, mathematics, science, social studies, technology education, art, music, health, physical education, and religious education. Kindergarten experiences must lay the foundation for future learning by:

• creating a love of learning;
• helping children become more effective problem solvers, observers, listeners, speakers, and thinkers in a language rich environment;
• helping children gain increasing independence through exploring, questioning, and understanding;
• providing for a balance of child-centred and teacher-directed experiences;
• providing for meaningful and appropriate curriculum connections;
• facilitating the development of the skills and concepts necessary to experience success;
• supporting the development of a positive self-concept; and,
• supporting the involvement of parents.

Early Beginnings: A Kindergarten Curriculum Guide provides the overall philosophy for Kindergarten, a description of the developmental characteristics of the four- and five-year old, examples of developmentally appropriate instructional strategies, a curriculum framework, and assessment strategies.

The Preschool Parent Resource Package is a collection of resource materials designed to assist with parent inservice (particularly during the year prior to school entry) on all aspects of children's development. The ideas contained in this resource can be adapted to the particular needs of the home, school, and community.

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Art

The role of art in the Kindergarten Program is to stimulate the child's natural tendency to explore the visual world. Activities should be designed to encourage the child's active investigation of the visual world through a variety of experiences and a variety of materials. Awareness of form, line, colour, and texture should be promoted through concrete experiences with the real environment and through the use of material such as clay, pencils, crayons, and paint.

Learning Resources

Authorized

• Early Beginnings: A Kindergarten Curriculum Guide
• Art: A Curriculum and Teaching Guide for the Primary and Elementary Grades

Recommended

• Brittain, W. Lambert. Creativity, and the Young Child. Toronto: Macmillan, 1979.
Brittain explores the relations between perceptual and cognitive growth and creative activity. Suggestions for teaching creative activities are provided.

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Core French

Please refer to the primary section of the Program of Studies for K-3 French.

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English Language Arts

The Kindergarten English Language Arts Program provides for growth in all aspects of each child's language development. It includes many opportunities for experimenting, observing, thinking, playing, talking, listening, reading, viewing, and writing.

The English Language Arts Program supports a literacy development framework through both integrated experiences and the teaching of discrete skills in listening, speaking, reading, viewing, writing, and representing.

Learning Resources

Authorized

• Early Beginnings: A Kindergarten Curriculum Guide
• Depree, Helen and Sandra Iversen. Early Literacy in the Classroom. New Zealand: Lands End Publishing, 1994 (teacher professional resource)
• Book Shop, Stage One
• Literacy 2000, Stage One
• Big Books of Poetry
• The Big Book of Poetry
• The Big Book of Math Poems
• The Big Book for Science Poems
• Literature
• Fox, Mem and Jane Dyer (1993). Time For Bed
• Ahlberg, Janet and Allan (1989). Each Peach Pear Plum
• Aker, Suzann (1990). What Comes in 2's, 3's, and 4's?
• Arnosky, Jim (1993). Every Autumn Comes the Bear
• Burton, Marilee R., and James Ransome (1994). My Best Shoes
• Hale, Sarah (1995). Mary Had a Little Lamb
• Hughes, Shirley (1995). Rhymes for Annie Rose
• London, Jonathan and Remkiewicz, Frank (1992). Froggy Gets Dressed
• Martin, B., J. Archambault, and L. Ehlert (1989). Chicka Chicka Boom Boom
• McDonnell, Flora (1994). I Love Animals
• Rosen, M., and H. Oxenbury (1992). We're Going on a Bear Hunt
• Williams, Linda, and Megan Lloyd (1986). A Little Old Lady Who Was Not Afraid of Anything
• Wood, Audrey, and Don (1984). The Napping House

Recommended

• Early Bird (available from ITP Nelson)
• Foundations (available from The Wright Group)
• Literacy 2000, Stage Two (available from Prentice Hall-Ginn)
• Little Giants Series (available from World Book)
• Reflexions (available from Scholastic Canada Limited)
• Shoebox Library - Levels 1, 2, and 3 (available from Scholastic Canada Limited)
• Sunshine Books for Early Emergent and Emergent Readers (available from Prentice-Hall-Ginn)
• Twig (available from The Wright Group)
• The Adventures of Poldy (available from World Book)
• Hello Poldy
• Learn About Opposites
• Voyages (available from ITP Nelson)
• The PM Library Alphabet Book Kit (available from Scholastic Canada)
• Alphabet Book and Little Books (Alphabet Starters and Alphabet Blends)
• Dancing Sun Picture Books (available from Gage)
• Counting My Friends
• Colours
• Benjamin
• The Sunflower
• Carousel Readers (Sets A, B, and C) (available from Gage)
• Reading Corners 1 and 2 (available from Gage)
• Dennis Lee Big Book of Poetry (available from Gage)
• My Big Dictionary (available from ITP Nelson)
• Literature
• Anholt, Catherine and Laurence (1990). One, Two, Three, Count With Me
• Anhold, Catherine, and Lawrence (1994). What Makes Me Happy?
• Asch, Frank (1988). Happy Birthday, Moon
• Baker, Alan (1994). Black and White Rabbit's ABC
• Bogart, Jo Ellen and Yvonne Cathcart (1994). Two Too Many
• Bogart, Jo Ellen and Barbara Reid (1994). Gifts
• Bourgeois, Paulette (1988). Big Sarah's Little Boots
• Brett, Joan (1989). The Mitten
• Brown, Ken (1990). Why Can't I Fly?
• Brown, Margaret Wise (1995). Little Donkey Close Your Eyes
• Burton, Katherine and Kim Fernandes (1995). One Grey Mouse
• Butterworth, Nick and Mick Inkpen (1992). Jasper's Beanstalk
• Calmenson, Stephanie and Karen Gundersheimer (1992). What Am I? Very First Riddles
• Carle, Eric (1993). Today is Monday
• Carle, Eric (1969). The Very Hungry Caterpillar
• Carlstrom, Nancy W. (1986). Jesse Bear, What Will You Wear?
• Carter, David (1991). In a Dark, Dark Wood
• Cole, Henry (1995). Jack's Garden
• Crebbin, June, and Clara Vulliamy (1995). Danny's Duck
• Dodd, Lynley (1993). Slinky Malinki, Open the Door
• Dodd, Lynley (1990). Slinky Malinki
• Dodds, Dayle Ann (1994). The Shape of Things
• Ehlert, Lois (1991). Red Leaf Yellow Leaf
• Falwell, Cathryn (1993). Feast For 10
• Fleming, Denise (1992). Lunch
• Fleming, Denise (1992). Count!
• Florian, Douglas, (1991). Vegetable Garden
• Ford, Miela (1995). Sunflower
• Fox, Mem (1988). Koala Lou
• Freeman, Don (1986). Corduroy
• George, Jean Craighead (1995). In the Snow: Who's Been There?
• George, Lindsay Barrett (1995). In the Woods: Who's Been There?
• Gilman, Phoebe (1992). Something From Nothing
• Good, Elaine (1990). Fall is Here! I Love It!
• Good, Elaine (1991). White Wonderful Winter
• Halpern, Shari (1994). Little Robin Redbreast
• Hoberman, Mary Ann (1978). A House is a House for Me
• Hoberman, Mary Ann (1993). Fathers, Mothers, Sisters, Brothers, A Collection of Family Poems
• Hopkins, Lee Bennett (1992). April Bubbles Chocolate an ABC of Poetry
• Innes, Fran Baird (1993). Mae's Night Flight (Available from F. Baird Innes, Apartment 406, 7 Tiffany Lane, St. John's, NF, A1A 4B7)
• Kajpust, Melissa and Veselina Tomova (1993). A Dozen Silk Diapers
• Keats, Ezra Jack (1962). The Snowy Day
• Lacome, Julie (1993). Walking Through the Jungle
• Martin, Bill Jr. (1967). Brown Bear, Brown Bear, What do you See?
• Mickletwait, Lucy (1993). I Spy Numbers in Art
• Oxenbury, Helen (1993). It's My Birthday
• Radley, Gail (1992). Rainy Day Rhymes
• Reid, Barbara (1993). Two by Two
• Rius, M., Paramon, J.M., Puig, J.J. (1983). The Five Senses: Hearing
• Rius, M., Paramon, J.M., Puig, J.J. (1983). The Five Senses: Sight
• Rius, M., Paramon, J.M., Puig, J.J. (1983). The Five Senses: Smell
• Rius, M., Paramon, J.M., Puig, J.J. (1983). The Five Senses: Taste
• Rius, M., Paramon, J.M., Puig, J.J. (1983). The Five Senses: Touch
• Rosen, Michael and Helen Oxenbury (1992). We're Going On a Bear Hunt
• Rosen, Michael (1994). All Eyes on the Pond
• Stinson, Kathy (1983). Big or Little
• Tiffault, Benette (1995). Real Stuck, Way Up
• Tresselt, Alvin (1992). The Gift of the Tree
• Walsh, Ellen Stoll (1992). You Silly Goose
• Weatherill, Steve (1994). When I Grow Up
• West, Colin (1987). Ten Little Crocodiles
• Wolff, Ferida and Dolores Kozielski (1994). On Hallowe'en Night
• Yektai, Niki (1991). Bears in Pairs

Recommended Teacher Professional Resources

• Benson, Ron (1993). Beginnings...Teaching and Learning in Kindergarten. Toronto: Irwin Publishing (teacher professional resource).
• Bird, L., K. Goodman, and Y. Goodman (1994). The Whole Language Catalog: Forms for Authentic Assessment. U.S.A.: SRA Macmillan/McGraw-Hill (teacher professional resource).
• Clay, Marie (1991). Becoming Literate. Portsmouth, N.H.: Heinemann Educational Books, Inc (teacher professional resource).
• Doake, David (1995). Literacy Learning. Washington: The Wright Group (available from The Wright Group - John Merchant and Associates, phone: 1-800-835-6898).
• Fisher, Bobbi (1991). Joyful Learning: A Whole Language Kindergarten. Portsmouth, N.H.: Heinemann Educational Books, Inc (teacher professional resource).
• Fountas, I., and S. Pinnell (1996). Guided Reading: Good For Teaching for All Children. Portsmouth, N.H.: Heinemann Educational Books, Inc. (available from Irwin Publishers).
• Oldford-Matchim, Joan (1994). Help Your Child Become a Reader: A Guide for Reading Conversations, Activities, and Games (teacher/parent professional resource).
• Walmsley, Sean and Bonnie (1996). Kindergarten Reading or Not? (available from Irwin Publishing).

Recommended Software

• Wiggleworks (available from Scholastic Canada)

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Health

The Kindergarten Health Program is designed to connect the daily needs, interests, and experiences of the Kindergarten child to healthy practices.

Learning Resources

Authorized

• Early Beginnings: A Kindergarten Curriculum Guide
• Inside Out Level K Teacher's Resource Book
• Inside Out Big Book Titles
• Who's So Special?
• Some Body
• What Makes a Body Healthy?
• What Makes a Body Safe?

Recommended

• Learn Not to Burn Curriculum - Level 1, National Fire Prevention Association (1994). Available from:
Provincial Fire Commissioner
P.O. Box 8700
Building 901
Pleasantville
St. John's, NF
A1B 4J6
Phone: (709) 726-1050
Fax: (709) 729-2524

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Mathematics

The Kindergarten Mathematics Program supports developmentally appropriate experiences and the active exploration of a variety of mathematical ideas where children retain their enjoyment of and curiosity about mathematics. Mathematical activities at the Kindergarten level should provide children with opportunities to experience:

• mathematics as problem solving
• mathematics as communication
• mathematics as reasoning
• mathematical connections

At the Kindergarten level, mathematics is organized into five strands:

1. Patterns
2. Number Sense and Operations
3. Making Sense of Data
4. Geometry and Spatial Sense
5. Measurement

Learning Resources

Authorized

• Early Beginnings: A Kindergarten Curriculum Guide
• Explorations for Early Childhood
• Developing Number Concepts Using Unifix Cubes
• Early Mathematical Experiences (out of print)

Manipulatives

• Relationshapes: Geometric Attribute Shapes (kit)
• Multilink Cube Apparatus Kit

Recommended

• The Adventures of Poldy (available from World Book Inc., Toronto)
• Learn About Size
• Learn About Shapes
• Learn About Numbers

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Music

The major goal of music education is to awaken and develop aesthetic sensitivity. At the Kindergarten level, aesthetic awareness is encouraged through direct experiences with an integrated program of music, speech, and movement. The musical elements explored in Kindergarten are rhythm, melody, and the expressive controls of mood, tempo, and dynamics. These elements are reinforced as children listen, sing, move, respond, and create.

Learning Resources

Authorized

• Early Beginnings: A Kindergarten Curriculum Guide
• Games and Movement
• The Kodály Context (out of print)
• Music for Fun, Music for Learning (out of print)
• Primary Music: A Teaching Guide
• Songs for Primary Grades, audio cassette

Recommended

• Athey, Margaret, and Gwen Hotchkiss. Complete Handbook of Music and Activities for Early Childhood. West Nyack, N.Y.: Parker Publishing, 1982.
• Birkenshaw-Fleming, Lois. Come on Everybody, Let's Sing! Toronto: Gordon V. Thompson, 1989.
• Choksy, Lois. The Kodály Method, 2nd ed., Englewood Cliffs, N.J.: Prentice-Hall, 1988.
• Feierabend, John. Music for Very Little People. New York: Boosey & Hawkes, 1986.
• Fowke, Edith. Sally Go Round the Sun. Toronto: McClelland and Stewart, 1969.
• Glazer, Tom. Eye Winker, Tom Tinker, Chin Chopper. New York: Doubleday, 1973.
• Malloch, Jean. Tous Ensemble. New York: Doubleday, 1986.
• Malloch, Jean. Chime In: Teacher Resource Guide. Don Mills, Ont.: Collier Macmillan Canada, 1983.
• Primary Music Methods K and 1. Available from the Learning Resources Distribution Centre.
• Wood, Donna. Move, Sing, Listen, Play. Toronto: Gordon V. Thompson, 1977.

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Physical Education

The Kindergarten Physical Education Program uses physical activity as the basic medium for cognitive, psychomotor and social learning; provides children with opportunities for individual experimentation and practices; and introduces a range of childhood games.

Physical education at this level includes the entire physical activity experience that embraces an "active living" philosophy

Learning Resources

Authorized

• Early Beginnings: A Kindergarten Curriculum Guide
• A Curriculum Framework for Physical Education: Adjusting the Focus

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Religious Education (Integrated)

The overall aim of religious education at the Kindergarten level is to encourage children to reflect on the experiences they encounter which give rise to the ultimate questions concerned with purpose, meaning, and the value of life. A major resource in stimulating this exploration is a selection of children's literature.

Learning Resources

Authorized

• Early Beginnings: A Kindergarten Curriculum Guide
• Religious Education and the Primary Child: Teachers' Guide for Kindergarten, Grade One, and Grade Two, Integrated Education Council, 1994
• A selection of children's literature which is made available for classroom use

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Religious Education (Pentecostal)

The Kindergarten Program focuses on God's care. Through the technique of creative Bible stories students are introduced to themes of Christian truth which point to God's providential care for them and the world which they are discovering. A variety of activities suggested in the text reinforce these ideas and a pupil workbook encouraging learning and expression provides a link with the home.

Learning Resources

Authorized

• Early Beginnings: A Kindergarten Curriculum Guide
• God's Gifts to Me (teacher's guide and pupil workbook available from Religious Book and Bible House, Grand Falls-Windsor).

Recommended

• Bible, New International Version (available from Religious Book and Bible House, Grand Falls-Windsor).

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Religious Education (Roman Catholic)

In God's Image affirms the child in all areas of his or her growth, and celebrates the wonder of childhood as a trace of God. The metaphor "a trace of God" is used throughout the resource to express how the activities, growth, and very being of the child are gifts and reminders of God. In God's Image nurtures the faith of four- and five-year-olds as they discover themselves in the traces of the goodness and beauty of God.

Learning Resources

Authorized

• Early Beginnings: A Kindergarten Curriculum Guide
• In God's Image (kit with cassette, teacher manual, posters, puppets)

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Science

The role of science in the Kindergarten Program is to stimulate interest in science, to encourage observation using all the senses, to develop the rudiments of classification, to stimulate children's natural desire to investigate their environment, and to clarify concepts.

Learning Resources

Authorized

• Early Beginnings: A Kindergarten Curriculum Guide
• Teachers' manual: Addison-Wesley Science, Level K, 1983

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Social Studies/Enterprise Education

The Social Studies and Enterprise Education at the Kindergarten level is designed to promote socialization and personal development. It presents the young children with the concept of self in the context of the home, school, neighbourhood, and community.

Learning Resources

Authorized

• Early Beginnings: A Kindergarten Curriculum Guide
• A Curriculum Framework for Social Studies: Navigating the Future
• Design for Social Studies K-VI in Newfoundland and Labrador
• Teachers' Resource Book for Social Studies K-II

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Technology Education

Learning Resources

Authorized

• Early Beginnings: A Kindergarten Curriculum Guide
• A Curriculum Framework for Technology Education: Living in a Technological Society

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Recommended Time Allotments

Organizational and instructional strategies employed by kindergarten teachers (e.g., integrated learning experiences, learning centres, blocked-time approach to scheduling) make it difficult to determine exact percentages of time spent on the various curriculum areas. Thus, the time allotments recommended above should be viewed as approximations.

Multigrade Classrooms

Time allotments for multigrade classrooms are the same as those recommended for single-grade classrooms. Organizational and instructional strategies, which are helpful in multigrade classrooms, include multi-age grouping, interdisciplinary learning, use of learning centres, peer tutoring, and block scheduling.

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