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H u m a r e M o t i Na Noda Mataniciva Kindergarten Curriculum Guidelines for the Fiji Islands raft raf D Fiji Education Sector Programme (an Australian Government, AusAID initiative) The PRIDE Project is fi nanced by the European Union and NZAID, through the Pacifi c Island Forum Secretariat and implemented by the Institute of Education at USP. i D R A F T 2 K I N D E R G A R T E N C U R R I C U L U M G U I D E L I N E S F O R T H E F I J I I S L A N D S ▲ Part A & B & C.indd 1 7/30/08 10:53:59 AM N a N o d a M a t a n i c i v a H u m a r e M o t i raft © Copyright 2008, D Ministry of Education, National Heritage, Culture and Arts, Republic of the Fiji Islands All rights reserved. Apart from forms and templates, no part of this publication may be reproduced, stored or transmitted in any form or by any means electronic, mechanical, photocopying, recording or otherwise without the prior written permission of the publisher. ISBN 978-982-332-032-8 Design & layout: USP Media Centre, Graphics Unit Illustrations: Anare Somumu Title: In the Fijian language, Mataniciva is a pearl or something very treasured. Na Noda refers to the collective ‘our’. Hence, Na Noda Mataniciva refers to everyone having responsibility for nurturing our treasures, meaning our young children. Humare Moti has a similar meaning in Hindi. ii K I N D E R G A R T E N C U R R I C U L U M G U I D E L I N E S F O R T H E F I J I I S L A N D S D R A F T 2 ▲ Part A & B & C.indd 2 7/30/08 10:53:59 AM N a N o d a M a t a n i c i v a H u m a r e M o t i Foreword The development of Na Noda Mataniciva: Kindergarten Curriculum Guidelines for the Fiji Islands is an important milestone for early childhood education in Fiji. It is the first national Kindergarten curriculum developed in Fiji. This initiative has emerged from recommendation in various reports, such as: Learning Together, the Report of the Fiji Islands Education Commission (2000), Suva Declaration (2005), the Ministry of Education’s Strategic Plan, 2006-2008, and the national Strategic Development Plan 2007-2011. In response to this recognition of the importance of early childhood, the Ministry of Education has included Kindergarten (otherwise called preschool) in The Fiji Islands National Curriculum Framework (NCF) which sets out approaches to teaching and learning from Kindergarten to Form 7. Na Noda Mataniciva sets out the vision, beliefs and values, principles and purpose of early childhood care, development and education in Fiji. It is intended primarily for teachers, but also for decision and policy makers, head teachers, parents, management, community and other stakeholders. It presents a framework to guide teachers and stakeholders in developing quality and effective early childhood programmes for all young children in Fiji. The curriculum guidelines do not prescribe what is to be taught. Rather, they outline desirable outcomes for 3 – 6 year old children in Fiji, and offer suggestions to teachers for planning, implementing and monitoring holistic, inclusive and developmentally-appropriate curriculum. Teachers should take these outcomes and suggestions and make them culturally relevant for their children and communities. Expectations for children’s learning Areas of rand aft development in all areas are identified in the curriculum guidelines. The areas have been called the Foundation Areas of Learning and Development (FALD). The Foundation DLearning and Development will also inform curriculum in Classes 1 and 2, and be linked to the Key Learning Areas (KLAs) that are used to organise the curriculum from Class 3. It is envisaged that the Kindergarten curriculum guidelines, together with the Ministry of Education’s policy on Early Childhood Care, Development and Education (ECCDE), will contribute greatly towards the effective development, implementation, and monitoring of good quality Kindergartens and early childhood services in Fiji. The curriculum guidelines also offer suggestions for children’s transition to school, which in turn should lead to more successful school and lifelong learning for all children. I welcome the development of Na Noda Mataniciva, which should be used by all teachers and stakeholders throughout Fiji. Emi Rabukawaqa Permanent Secretary, Education, National Heritage, Culture and Arts iii D R A F T 2 K I N D E R G A R T E N C U R R I C U L U M G U I D E L I N E S F O R T H E F I J I I S L A N D S ▲ Part A & B & C.indd 3 7/30/08 10:53:59 AM N a N o d a M a t a n i c i v a H u m a r e M o t i Acknowledgments Many teachers and other stakeholders have been involved in the production of Draft 2 of Na Noda Mataniciva: Kindergarten Curriculum Guidelines for the Fiji Islands. The writers of Draft 1 played a significant role. The document they developed through many writing workshops in 2006/7 was taken around the Western Division in 2007. Workshops were held with Kindergarten and Class 1 teachers, Head teachers, Kindergarten Management, government and community representatives. Extensive feedback gathered from all those involved has led to the development of the current draft. Thanks are due to the many personnel from the Ministry of Education who participated in this process, as well as to representatives of other Ministries, in particular the Ministry of Health who provided valuable input into sections on children’s health, care and physical development. About 50 trainers, selected from Kindergarten and Class 1 teachers in the Western Division, have also been very involved through conducting workshops, trialing and gathering feedback on Draft 1. Their commitment is greatly appreciated, and we trust will continue during the trialing and evaluation of Draft 2. Further refinement at the end of 2008 will precede the introduction of the curriculum guidelines to all other divisions in Fiji in 2009. While it is impossible to identify by name all those who have contributed to this document, several people should be mentioned by name: Mrs Ruci Kididromo, the coordinator of the project; Adi Davila Toganivalu and Mrs Unaisi Vasu Tuivaga, both active members of the Steering Committee; Mrs Viniana National r Kunabuli, aft A/Director of CDU; Mrs Ufemia Camaitoga and Mrs Biu Cava, early childhood lecturers at Lautoka Teachers’ College. Thank you also to the teachers and children whose thoughts and photos appear in this document. The Ministry of Education, DHeritage, Culture and Arts acknowledges the support of the Fiji Education Sector Programme (FESP) an Australian Government, AusAID initiative and the Pacific Regional Initiatives for the Delivery of Basic Education Project (PRIDE) an EU and NZAID initiative which have funded the initiative. We thank them for their ongoing support for early childhood care, development and education in Fiji. iv K I N D E R G A R T E N C U R R I C U L U M G U I D E L I N E S F O R T H E F I J I I S L A N D S D R A F T 2 ▲ Part A & B & C.indd 4 7/30/08 10:53:59 AM N a N o d a M a t a n i c i v a H u m a r e M o t i vision That the children of Fiji develop into healthy, happy and responsible individuals, with reverence for God. We want them to have a strong sense of identity, appreciate their own as well as others’ cultures, have respect for the environment, and become life long learners who will contribute to the peace and prosperity of our nation, Fiji. Me ra vakatoroicak v etaki akatoroicak na gone e e Viti Viti me ra ra tubu bulabula, mamarau, tamata nuitaki nuitaki ka ka dau dau vakarok v orok akarok otaka orok na Kalou. E gadre g vi adre me ra ra vaqaqacotaka v na aqaqacotaka nodra na kilai nodra ira kilai ira vakataki vakataki ira, ira, me m ra e ra doka na doka nodra na i nodra to i v to o v v o aka v v aka anua v ka anua oka ka tale oka tal g e a ga kina kina raft Viti. raf v r eilomani k a ki na tiko eilomani k r nodra na tani. Me ra lewa matau na i yau bula; ra raft nodra na tani. Me ra lewa matau na i yau bula; ra raft tutaka na vuli e na vei gauna taucoko ka vakaitavi raft tutaka na vuli e na vei gauna taucoko ka vakaita raft ki na tiko v D ei na bula sautu sautu ni vanua vanua o D o D v D R A F T 2 K I N D E R G A R T E N C U R R I C U L U M G U I D E L I N E S F O R T H E F I J I I S L A N D S ▲ Part A & B & C.indd 5 7/17/08 1:56:26 PM N a N o d a M a t a n i c i v a H u m a r e M o t i vi K I N D E R G A R T E N C U R R I C U L U M G U I D E L I N E S F O R T H E F I J I I S L A N D S D R A F T 2 ▲ Part A & B & C.indd 6 7/30/08 10:54:00 AM N a N o d a M a t a n i c i v a H u m a r e M o t i Contents Foreword iii Acknowledgments iv Vision v PART A Introducing the curriculum 1 CHAPTER 1 INTRODUCTION 3 Early childhood in Fiji 3 Purpose of the curriculum guidelines 4 Terminology 5 Organisation of the curriculum 5 CHAPTER 2 BELIEFS, VALUES AND PRINCIPLES 6 Caring for children 6 Understanding children 7 How children learn 10 Children with special needs 11 Guiding Principles he curricul r a f t 11 CHAPTER 3 THE CURRICULUM FRAMEWORK 13 Key components of t Dum 13 PART B Content of the curriculum 15 CHAPTER 4 FOUNDATION AREAS OF LEARNING AND DEVELOPMENT (FALD) 16 Organisation of the content 16 An outcomes approach 16 Strands and sub-strands 17 PHYSICAL DEVELOPMENT, HEALTH AND WELL–BEING 21 LEARNING TO KNOW 29 LANGUAGE, LITERACY AND COMMUNICATION 40 LIVING AND LEARNING TOGETHER 46 AESTHETICS, CREATIVITY AND THE ARTS 54 SPIRITUAL AND MORAL DEVELOPMENT 62 vii D R A F T 2 K I N D E R G A R T E N C U R R I C U L U M G U I D E L I N E S F O R T H E F I J I I S L A N D S ▲ Part A & B & C.indd 7 7/30/08 10:54:01 AM N a N o d a M a t a n i c i v a H u m a r e M o t i PART C Applying the curriculum 67 CHAPTER 5 LEARNING ENVIRONMENTS 68 Health and safety 69 Storage 70 Room arrangement 71 Learning outdoors 73 CHAPTER 6 PLANNING AND REFLECTION 77 Learning in Kindergarten 77 Different levels of planning 78 The Kindergarten day 79 Helping children become independent learners 80 Transitions and routines 81 Planning for Learning 81 Using Outcomes 82 Weekly planning 85 Exploring topics 87 Using a community calendar to plan 91 Reflection 92 Keeping a reflective journal 93 CHAPTER 7 MONITORING AND ASSESSMENT 96 Assessing young children 96 Recording the information 97 Confidentiality 97 Using the information 98 Portfolios 100 Sharing children’s learning 100 CHAPTER 8 RELATIONSHIPS 106 Building trust 106 Friendships 107 Relationships with families 108 Communicating meaningful messages 109 How will you communicate this information? 109 Kindergarten–school relationships 110 Relationships with Management 110 CHAPTER 9 TRANSITION TO SCHOOL 112 Starting school 112 Getting ready for school 113 Preparing schools for children 116 Working together 118 APPENDIX Sample planning forms 119 GLOSSARY 125 viii K I N D E R G A R T E N C U R R I C U L U M G U I D E L I N E S F O R T H E F I J I I S L A N D S D R A F T 2 ▲ Part A & B & C.indd 8 7/30/08 10:54:01 AM N a N o d a M a t a n i c i v a H u m a r e M o t i PART A Introducing the curriculum raft D 1 D R A F T 2 K I N D E R G A R T E N C U R R I C U L U M G U I D E L I N E S F O R T H E F I J I I S L A N D S ▲ Part A & B & C.indd 1 7/30/08 10:54:01 AM N a N o d a M a t a n i c i v a H u m a r e M o t i raft D 2 K I N D E R G A R T E N C U R R I C U L U M G U I D E L I N E S F O R T H E F I J I I S L A N D S D R A F T 2 ▲ Part A & B & C.indd 2 7/30/08 10:54:01 AM N a N o d a M a t a n i c i v a H u m a r e M o t i 1 INTRODUCTION Early childhood in Fiji Dui seva ga na bua ka tea1 We have many sayings in Fiji about young children. In these, children are often likened to the plants and other living things that are important for sustaining their villages and cultures. These sayings highlight traditional understanding and wisdom about the needs of young children, and the relationship between their development and the quality of care they receive. In the past, families were the main source of children’s learning. Children learnt from watching adults and from listening to legends and stories told by old people in the family home. They were cared for and disci villages, c r pline hildre a d by th f t e whole community. Times have changed and, with them, the contexts within which children live. The population of Fiji has become more diversified and urbanised. Even though traditional practices continue in manyD n growing up in those villages require additional knowledge and skills if they are to play active roles in the wider community. Education is generally recognised as the pathway to engaging with these changing lifestyles and opportunities. Kindergartens (or preschools) have been part of this education journey in Fiji since the 1930s, when expatriate women began running Kindergartens from their homes. By the 1950s many local women were also doing this. These well-intentioned people had no formal training and experience in the western practices that they were trying to follow. The majority of the centres provided very structured and formal programmes in school- like settings. It was not unusual to find children between the ages of 2 to 13 years sitting together in a small over-crowded room, with as many as 40 to 70 in a group. 1 The beauty of the frangipani depends on how well it is nurtured 3 D R A F T 2 K I N D E R G A R T E N C U R R I C U L U M G U I D E L I N E S F O R T H E F I J I I S L A N D S ▲ Part A & B & C.indd 3 7/30/08 10:54:01 AM N a N o d a M a t a n i c i v a H u m a r e M o t i Nevertheless, these early initiatives paved the way for a strong early childhood move- ment in Fiji. In 1966 the Department of Education (now the Ministry of Education) formal- ised the establishment of Kindergartens for children between the ages of 3 to 5 years, and developed regulations governing the operation of Kindergartens. This was followed in 1968 by the appointment of the first Education Officer responsible for Kindergartens. Changes have continued over the years. A range of early childhood programmes can now be found in urban, rural and even very remote and isolated areas of Fiji. The centres, which are generally owned privately or by the community, operate under various names: kindergartens, playgroups, preschools, day care centres, child care centres, and groups of nine. A number of early childhood training courses are also available in Fiji. These developments, together with increasing international evidence of the importance of early childhood, have created a demand from stakeholders for relevant policy, curriculum guidelines and standards for the young children of Fiji. Purpose of the curriculum guidelines The Government of Fiji acknowledges the importance of early childhood, and recognises early childhood as covering the period from birth to 8 years of age. In response to this, the Ministry of Education has included Kindergarten in the Fiji Islands National Curriculum Framework (NCF) which sets out the philosophy and structure for curriculum from Kindergarten to Form 7. The purpose of Na Noda Mataniciva: teachers, p r Kindea rgarte f t n Curriculum Guidelines for the Fiji Islands is to provide a vision and direction for those responsible for programmes for three to six year old children. The guidelines are intended primarily for teachers, but also for policy makers, head Darents, caregivers, management, community and other stakeholders. The curriculum presents a framework to guide teachers and stake- holders in developing effective early childhood programmes for young children in Fiji. The curriculum outlines expectations and outcomes for Kindergarten children in all areas of learning and development - physical, social, emotional, cognitive, creative and spiritual. The areas have been called the Foundation Areas of Learning and Development (FALD). The FALD framework will also be used in Classes 1 and 2, to provide greater continuity across the early childhood years, and a more holistic programme in Classes 1 and 2. Learning begins in the home. The Kindergarten Curriculum Guidelines acknowledge this and encourage strong relationships between Kindergarten teachers and families. It also encourages working relationships between Kindergarten and Class 1 teachers and suggests ways of supporting children’s successful transition to school. These relationships and transitions are seen as critical for success at school and lifelong learning. 4 K I N D E R G A R T E N C U R R I C U L U M G U I D E L I N E S F O R T H E F I J I I S L A N D S D R A F T 2 ▲ Part A & B & C.indd 4 7/30/08 10:54:02 AM N a N o d a M a t a n i c i v a H u m a r e M o t i Terminology Early childhood is a general term, referring in Fiji to a period of childhood from birth to 8 years of age. Many terms are used around the world and in Fiji to describe programmes for children in this age group. In Fiji, Early Childhood Care, Development and Education (ECCDE) is a generic term used to describe all programmes for children from birth to 8 years of age; for example, playgroups, day care, Kindergartens, Classes 1 and 2. The term early childhood centre is widely used to describe the place where these programmes take place. ‘Preschool’ and ‘Kindergarten’ are both used in Fiji to describe programmes for 3-6 year old children. For the purpose of this document the term ‘Kindergarten’ is used. Organisation of the curriculum Na Noda Mataniciva is organised into three Parts. Part A provides an introduction to the curriculum and includes information about the beliefs, values and principles that underpin it. This includes a brief overview of young children’s learning and development. Part B outlines expectations or desirable outcomes for children’s learning and development in each of the six Foundation Areas of Learning and Development. Part C offers suggestions for planning and implementing programmes using the curriculum framework, and for monitoring children’s learning and development. It also addresses issues such as partnerships and transition to school. raft D 5 D R A F T 2 K I N D E R G A R T E N C U R R I C U L U M G U I D E L I N E S F O R T H E F I J I I S L A N D S ▲ Part A & B & C.indd 5 7/30/08 10:54:02 AM N a N o d a M a t a n i c i v a H u m a r e M o t i 2 BELIEFS, VALUES AND PRINCIPLES Beliefs and values The way a society undertakes to educate its children depends on the knowledge, skills and values it believes to be most important. This is a critical factor in a multicultural society such as Fiji where there is a mixture of values and beliefs, and expectations for what children should learn. Children experience and learn many things from their home environments; they adopt the ways, behaviours and attitudes of their own families very early in life. When children come to Kindergarten they already have a sense of their identity, and are developing cultural knowledge and family values. Their understanding and values will be extended as they adapt to the culture of the Kindergarten and mix with other children and adults who may be similar to, or different fro learn to c r m, the are for a mselves f t . In Fiji’s diverse society, there is a need to examine our rich multicultural identities and values, and to include in our curriculum what we believe to be good for all our children. We want all children in Fiji to D and respect themselves, other people and their property, the environment and all living things. The National Curriculum Framework (NCF) identifies many values that are shared in multicultural Fiji (p.11). It also makes a position statement on Spiritual and Values Education (p.38) which is consistent with the Constitution of Fiji. These values are integrated into the Kindergarten curriculum as well as being a focus in the Moral and Spiritual Foundation Area of Learning and Development. Beliefs, values and understanding about young children’s care, development and learning have also influenced the development of the Kindergarten curriculum. These are discussed below. Caring for children Caring for children is one of the many roles of the Kindergarten teacher. Kindergarten children still require much individual attention and care while they are developing independence and a sense of their own identity in a context different from their home. Throughout the early childhood years, children need to be in safe, caring, secure and 6 K I N D E R G A R T E N C U R R I C U L U M G U I D E L I N E S F O R T H E F I J I I S L A N D S D R A F T 2 ▲ Part A & B & C.indd 6 7/30/08 10:54:02 AM N a N o d a M a t a n i c i v a H u m a r e M o t i child friendly environments if they are to be physically healthy, mentally alert, socially stimulated and intellectually able to learn and develop to their full potential. Good care is not just about providing appropriate nutrition or the ability to protect the child from hazards and physical harm. It includes providing an ‘enabling environment’ that encourages interaction, conditions for exploration and discovery, and an introduc- tion to skills that will affect later learning and living. This means being responsive to the child’s developmental milestones and cues, being able to provide attention and care, being involved with the child, and encouraging autonomy, exploration and learning. It also includes protection of the child from abuse, exploitation and violence as these are all factors that have serious lifetime effects on a person’s health and well-being. This highlights the special relationship between care and development and the importance of good adult-child interactions in the early years. Early childhood teachers play an im- portant role in passing on these messages to parents, and modelling the very best prac- tices in their interactions with the children in their care. Taking steps to understand families and their child rearing practices is important. Fiji is a country of many cultures, each with varying beliefs and values about bringing up children. Making the transition from home to Kindergarten and school can be very de- manding for young children. Teachers can support children by integrating positive child rearing practices from home into their programmes. Understanding children The early childhood phase of develo of rapid g r pmen rowth a f t t covers the period from conception to 8 years of age. This is a period D and development. For example, most brain development happens before birth and before a child reaches three years of age. The young child’s brain is very vulnerable and can be damaged in many ways; for example, by poor nutrition or by stress and anxiety. Pushing formal learning too early and having unrealistic expectations for young children can contribute to this damage. Having a gen- eral understanding of child growth and development is important for teachers of young children; with this knowledge teachers can provide a programme that is developmen- tally-appropriate and responsive to the individual needs of children. All areas of development are interrelated. Development in one area influences, and is influenced by, development in other areas. For example, a child whose language is de- layed may have trouble interacting and playing with other children; a child with poor coordination may experience learning difficulties. Providing a holistic curriculum is there- fore important for the child’s overall development and learning. Children develop at their own rate. Their development is influenced by individual dif- ferences, and by the cultures, families and wider environments in which they live. Nev- ertheless, there are patterns in their development – milestones that children might be expected to reach by a certain age; for example, in Fiji most babies are taking their first steps by 12 months of age. Teachers need to be aware of these milestones, and be able 7 D R A F T 2 K I N D E R G A R T E N C U R R I C U L U M G U I D E L I N E S F O R T H E F I J I I S L A N D S ▲ Part A & B & C.indd 7 7/30/08 10:54:02 AM N a N o d a M a t a n i c i v a H u m a r e M o t i to share the information with families. They need to observe each child carefully, and seek further advice if the child has not reached a milestone within a reasonable time. Below is a summary of important milestones in children’s development from 0-8 years: raft D Going to the party – by Selina, aged 5 Young children tell us a lot about themselves through their drawings. Selina’s drawing shows a rather mature level of development, but it is also fairly typical of a 5 year olds’ drawing. In it she emphasises the things that are importat to her: the hands suggest she wore lots of nail polish to the party; she also had on earrings and shoes with heels. 8 K I N D E R G A R T E N C U R R I C U L U M G U I D E L I N E S F O R T H E F I J I I S L A N D S D R A F T 2 ▲ Part A & B & C.indd 8 7/30/08 10:54:04 AM N a N o d a M a t a n i c i v a H u m a r e M o t i Overview of development from 12 months to 8 years2 1 to 2 years 2 to 3 years 3 to 5 years 5 to 8 years • Imitates adult actions • Enjoys learning new • Ful of energy; very curious • Becomes able to take • Speaks and understands skil s • Has longer attention span care of own personal words and ideas • Vocabulary continual y • Talks about people and needs: washing, dress- • Enjoys stories increasing objects that are not present ing, eating, getting up, • Curious and enjoys • Always on the go • Talks a lot, asks many getting ready for school exploring objects & places • Runs easily, with fewer questions • Eager to go to school • Passes a toy from one fal s • Tests physical skil s, but • Enjoys being hand to the other (crossing • Gains control of hands with some caution chal enged and midline) and fingers • Expresses feelings in completing tasks • Walks steadily, climbs stairs, • Can put objects dramatic play • Is curious about runs together and pul them • Likes to play with friends people and how the • Begins to assert independ- apart • Shares and takes turns world works ence; wants to do things • Easily frustrated sometimes • Shows an increasing without help • Tries to be more • Shows creativity and interest in numbers, • Plays alone independent imagination letters, reading and • Likes to help with tasks • Fol ows simple requests • Expresses ideas in many writing • Fol ows simple directions and directions ways: e.g. painting, drawing, • Gains more confi- • Solves problems • Acts out simple scenes; play dence in physical skil s • Begins pretend play e.g. cooking • Interested in writing • Uses words to express • Watches other children • Solves problems and feelings and manage play, but may not join in makes simple plans own behaviour • Likes grown-up activities • Plays wel with other children • Has friends Developmental alerts: Check with doctor/health sister if child does not By 24 months By 36 months • Walk confident • Fol ow simple directions in • Enjoy school and few fal s the given order: e.g. please learning • Avoid bumpin r ly with a f t By 60 months By 8 years of age • Try to talk or repeat words • Respond to simple questions g into go to the cupboard, get the • Express ideas clearly • Walk alone, or with very things keys and bring them to me • Solve problems and little help • Carry out simple, 2-step • Use 4 or 5 words in a explain steps taken • Show a variety of emo- directions sentence with structure • Have friendships with tions: anger, fear, happiness, • Point to and name correct for their first other children surprise fa D miliar objects language • Participate in group • Recognise self in mirror; • Enjoy stories being read • Play wel with other activities smile & point in mirror, say or told children • Fol ow instructions own name • Show interest in playing • Perform most self-help with multiple steps • Try to feed self; hold cup to with other children skil s independently: • Have a good appetite mouth to drink • Start toilet training washing hands, brushing and continue to gain • Sort familiar objects (e.g. teeth, toileting weight flowers, shel s, seeds) • Alternate feet when • Have improved motor according to one char- walking up and down steps skil s: ability, balance, acteristic such as colour • Speak in a moderate voice, speed or size not too loud, too soft, too high or too low 2 Adapted from: Evans, J. et al. (2000). Early childhood counts. Washington: The World Bank; Allen, K. & Marotz, L. (2007). Developmental profiles. 5th edition. New York: Thomson. 9 D R A F T 2 K I N D E R G A R T E N C U R R I C U L U M G U I D E L I N E S F O R T H E F I J I I S L A N D S ▲ Part A & B & C.indd 9 7/30/08 10:54:04 AM N a N o d a M a t a n i c i v a H u m a r e M o t i How children learn While development begins at conception, learning commences at birth, and continues throughout life. Young children learn best when they are actively involved and interested in what they are doing. They learn about themselves and their environment by touching, exploring, playing, watching, imitating, listening, talking, and by interacting with materi- als and the people around them. They do this by having real experiences at home, in the community, and in other learning environments. They are active learners who construct their own understanding and knowledge. Children learn best when information and con- cepts are meaningful, and connected to what they already know and understand. The ways young children learn should determine how teachers and other adults interact with them. Children do not need to be forced to learn; they are motivated by their own desire to make sense of the world. Young children learn from everything that happens to, and around, them. They do not separate their learning into different subjects and disciplines, but integrate all areas of learning. This is done largely through play. Planning for play is seen as central to devel- oping a curriculum that integrates all fields of learning and development. In a play-based approach teachers create playful ways of guiding children towards desired outcomes. This is more than what has traditionally been called ‘free play’. A play-based approach requires purposeful planning for play. Teachers take on new roles – providing time, space and resources for play, observing what happens, interacting and challenging children with new problems to solve, then at th ey can do r e end this b a of the f t day reflecting on children’s learning, and planning additional resources and experiences for future learning. A further critical role for the teacher is to show parents and administrators what children are learning through play. ThD y documenting examples of children’s play and identifying the many areas of learning and development being integrated into the play. This evidence is displayed in the room, on the noticeboards, in children’s portfolios and at other places in the community where people are likely to read and take notice. It should not be overlooked that many young children in Fiji learn a great deal from watching and listening, and also from direct instruction. There is room for all these ap- proaches in a good early childhood programme. Teachers need to know many teaching strategies and approaches, and make decisions about the best approaches to use to facilitate children’s learning and development. At the same time, they must learn to trust children’s ability to initiate their own learning through play, and they need to provide learning environments that allow this to happen. We want children to enjoy their childhoods, feel positive about themselves and oth- ers, and become successful lifelong learners. The more we encourage children to take responsibility for themselves, the more likely they are to become independent learners and responsible citizens. 10 K I N D E R G A R T E N C U R R I C U L U M G U I D E L I N E S F O R T H E F I J I I S L A N D S D R A F T 2 ▲ Part A & B & C.indd 10 7/30/08 10:54:05 AM N a N o d a M a t a n i c i v a H u m a r e M o t i Children with special needs All children should be accepted into the Kindergarten programme, and their dignity respected. This includes children who have special developmental or learning needs, as well as those who may be gifted, or different by virtue of gender, ethnicity, economic status, or some other criteria. It is important to focus on children’s developmental age, not just on their actual or chronological age. A child’s development may be delayed or advanced in one or more areas for a number of reasons. In this case, the teacher needs to identify the developmental level of the child, and provide learning experiences that match that level. The structure of the curriculum supports this. Part B provides a continu- um of outcomes for children from 3 to 6 years. It links to Class 1 where teachers can find the next steps in the learning journey for children in need of extension. Likewise, Class 1 teachers can use the Kindergarten curriculum to guide their interactions with children who are not yet ready for Class 1, perhaps because they have not had the opportunity to attend Kindergarten. Children with disabilities (for example intellectual, visual and hearing impairments) ben- efit greatly from playing with ‘able-bodied’ children in early childhood centres. Teachers must be able to support these children and their families, and know how to seek help and advice from other community organisations. If a teacher suspects that a child’s de- velopment is delayed, s/he should discuss this with the parents, and suggest they seek medical advice. Teachers and parents may also contact the Special Education Unit of the Ministry of Education. Guiding Principles The above values, beliefs and under a f t Drstandings about young children have determined the philosophy underpinning Na Noda Mataniciva. From them, a set of principles has been developed. These principles are intended to guide teaching and learning in the Kindergarten. The principles are consistent with those outlined in the NCF (p. 14ff). They identify the priorities for those working with young children: • Relationships Children’s learning and development are enhanced when they have positive relationships with other children and adults, and when teachers have good relationships with families and the community. In early childhood, parents and families are recognised as the first teachers of children. Teachers therefore work in close partnership with families and com- munities and maintain ongoing communication with them for the benefit of children. • Culture and Spiritual Awareness To develop a feeling of self-worth, children must appreciate and be confident in their own culture. They must also learn to respect the cultures and beliefs of others. They do this through sharing celebrations and special events, and through everyday interactions and experiences. Adults connect children to their cultures through use of the vernacular, 11 D R A F T 2 K I N D E R G A R T E N C U R R I C U L U M G U I D E L I N E S F O R T H E F I J I I S L A N D S ▲ Part A & B & C.indd 11 7/30/08 10:54:05 AM N a N o d a M a t a n i c i v a H u m a r e M o t i songs, stories, and learning experiences that involve families, the community and the en- vironment. They support children’s spiritual development through accepting and sharing religious practices, and through connecting children to the natural environment. • Caring and Respect Children must learn to care for and respect other children, adults, and their property; they must also learn to respect and care for the environment and living things. They learn this largely through good role modelling from teachers, parents and others in the com- munity. Teachers encourage good practices and make sure that children care for, enjoy, respect and experience first-hand the beauty of their environments – the beaches, mud flats, sea, islands, sand dunes, rivers, streams, forests, mountains and land. • Inclusiveness Inclusiveness is about valuing diversity and ensuring that all children enjoy the benefits of the programme, without prejudice. The Kindergarten curriculum and learning experi- ences should promote respect and opportunities for all children and their families, re- gardless of gender, ability, ethnicity, religion or economic circumstances. The learning environment must also be flexible and responsive to children’s individual needs and ways of learning. • Child–Centred Learning Children construct their own learning t d. Therefo r hroug re, th a h play f t and active engagement with materi- als, adults and other children in supportive and meaningful learning environments. All areas of learning and development - language, physical, social, emotional, intellectual, moral and spiritual - are linkeD e curriculum should be holistic, and provide for quality, play-based indoor and outdoor learning experiences that integrate all Foun- dation Areas of Learning and Development. For young children the process of doing things by themselves is far more important than any product or result. There must be time for children to reflect, create, imagine and make decisions for themselves. 12 K I N D E R G A R T E N C U R R I C U L U M G U I D E L I N E S F O R T H E F I J I I S L A N D S D R A F T 2 ▲ Part A & B & C.indd 12 7/30/08 10:54:05 AM N a N o d a M a t a n i c i v a H u m a r e M o t i 3 THE CURRICULUM FRAMEWORK Key components of the curriculum While learning is at the heart of the curriculum, teachers must take many things into consideration when planning a Kindergarten curriculum. Kindergarten teachers in Fiji are encouraged to pay particular attention to the following when planning their pro- grammes: • Learning Environments Learning occurs both indoors and outdoors. Both environments in the Kindergarten need to be kept clean, safe, attractive and well organised. When planning learning environ- ments, teachers consider the resources to be used, their location and presentation, all in relation to the needs, interests and developmental levels of the children. • Relationships Relationships are central to effectiv Learning r e tea a ching af t nd learning. When planning, teachers reflect on ways to strengthen their relationships with children, their families and the com- munity. They also consider ways to promote positive interactions and collaborative learn- ing among children. • Foundation Areas of Dand Development (FALD) Based on their understanding of the children, teachers identify relevant outcomes in the FALD; they plan learning experiences and provide resources that help children achieve the outcomes. • Teaching and Caring Practices Teachers have a repertoire of teaching strategies and use these to help all children progress towards the outcomes. They allow many opportunities for children to initiate their own learning through play-based activities. • Monitoring and Assessment Teachers use a variety of observations and other appropriate strategies to monitor and assess each child’s development and learning; they reflect on this information and use it to plan ongoing learning experiences. 13 D R A F T 2 K I N D E R G A R T E N C U R R I C U L U M G U I D E L I N E S F O R T H E F I J I I S L A N D S ▲ Part A & B & C.indd 13 7/30/08 10:54:05 AM N a N o d a M a t a n i c i v a H u m a r e M o t i The curriculum framework shows these 5 key components surrounding the child, who is at the centre of the curriculum. The outer circles show major influences on the cur- riculum. Firstly, there is the local context – the cultures and community within which the curriculum is implemented. Beyond is the wider community – beliefs, values, policies and other national and international influences. All these factors impact on the curriculum and on teaching and learning. raft Learning Environments Foundation D Areas of Learning and Development THE Relationships CHILD Monitoring and Assessment Teaching and Caring Practices Embedded in culture and community The wider community 14 K I N D E R G A R T E N C U R R I C U L U M G U I D E L I N E S F O R T H E F I J I I S L A N D S D R A F T 2 ▲ Part A & B & C.indd 14 7/30/08 10:54:07 AM N a N o d a M a t a n i c i v a H u m a r e M o t i PART B Content of the curriculum raft D 15 D R A F T 2 K I N D E R G A R T E N C U R R I C U L U M G U I D E L I N E S F O R T H E F I J I I S L A N D S ▲ Part A & B & C.indd 15 7/30/08 10:54:08 AM N a N o d a M a t a n i c i v a H u m a r e M o t i 4 FOUNDATION AREAS OF LEARNING AND DEVELOPMENT (FALD) Organisation of the content The content of the curriculum is organised into six areas. These are called Foundation Areas of Learning and Development (FALD), and are the areas around which Kinder- garten teachers should plan for children’s learning and development. The 6 FALD are: • Physical Development, Health and Well-being • Learning to Know • Language, Literacy and Communication • Living and Learning Together • Aesthetics, Creativity and the Arts • Moral and Spiritual Development Class 1 and 2 teachers will also use t developm r he F a f t ALD to plan their programmes and moni- tor children’s learning and Dent. Links will then be made to the Key Learn- ing Areas (KLAs) which are used throughout the school system from Class 3 onwards An outcomes approach The National Curriculum Framework (p.27) outlines 7 major learning outcomes for all children in Fiji, from Kindergarten to Form 7: • Be empowered learners • Communicate effectively • Conduct investigations • Make decisions • Select and use information • Show enterprise • Understand change, balance and relationships The outcomes identified for each FALD in the Kindergarten curriculum contribute to the achievement of these outcomes. They describe what children might be expected to know and be able to do by the end of Kindergarten. In this sense, the outcomes identi- fied in the Kindergarten curriculum provide destinations for learning and development in the preschool years; they should give purpose to teaching and planning. 16 K I N D E R G A R T E N C U R R I C U L U M G U I D E L I N E S F O R T H E F I J I I S L A N D S D R A F T 2 ▲ Part A & B & C.indd 16 7/30/08 10:54:08 AM N a N o d a M a t a n i c i v a H u m a r e M o t i At the same time, it is emphasised that development and learning in these early years are influ- enced by many factors, including prenatal factors. The outcomes are guidelines only. All children can learn, and their learning and development are optimised when teachers support each child along the learning journey according to their developmental and learning needs. Some possible steps along the way to achieving the outcomes are identified for this purpose. The age of 3 years is given as the starting point because this is the age at which the Ministry of Education (MoE) in Fiji allows children to attend Kindergarten. Strands and sub-strands Each Foundation Area of Learning and Development (FALD) is divided into a number of sec- tions called Strands. For example, in Physical Development, Health and Well-Being there are 2 Strands: • Physical Growth and Development • Healthy Living Each strand is then divided into smaller parts called sub-strands. For example: FALD: Physical Development, Health and Well-Being Strands Sub-strands r Physical Growth and Development a f t Gross motor development Fine motor development Perceptual-motor development Healthy Living D Nutrition Hygiene Safe practices There is a main outcome for each FALD, and an outcome for each strand within the FALD. These are fairly general. More detailed outcomes are in the sub-strands, and these are the ones teach- ers should try to use for their planning. Teachers select appropriate outcomes for their children and plan with these in mind. Most outcomes contain a great deal of content. Teachers will need to unpack the outcomes and identify the various concepts, skills and attitudes within them; these then become the focus of teachers’ planning. For example, one outcome in the sub-strand Gross motor development is: Throw, catch and kick with increasing accuracy. To achieve this outcome a child will need to know how to throw, catch and kick. While many will come at this through observing others or through trial and error, others will need to be shown how to throw, catch and kick. All children will need lots of practice in all three skills – throwing, catching and kicking. Like many outcomes at the Kindergarten level, a teacher would probably work towards this outcome over the whole year. S/he would provide regular opportunities for children to play with balls of different sizes, and would informally intervene to support children needing help. In addition, she 17 D R A F T 2 K I N D E R G A R T E N C U R R I C U L U M G U I D E L I N E S F O R T H E F I J I I S L A N D S ▲ Part A & B & C.indd 17 7/30/08 10:54:08 AM N a N o d a M a t a n i c i v a H u m a r e M o t i would sometimes plan specific learning experiences for children, especially for those needing help in developing these skills, and for those who are proficient and need extending. Teachers across Fiji will use these outcomes, ensuring common goals and standards for all chil- dren in Fiji. However, teachers will decide on the learning experiences, the teaching strategies and the resources they will use to help children achieve the outcomes. Only in this way can the curriculum become relevant in the many diverse contexts of Fiji. Summary of outcomes FALD FALD OUTCOME STRAND STRAND SUB-STRANDS OUTCOME PHYSICAL Children of all Physical Growth and Children participate Gross motor DEVELOPMENT, abilities develop and Development enthusiastically in development HEALTH AND refine their physical physical WELL-BEING skills; they begin to activities; they Fine motor use practices that develop strength, development lead to active and control, balance, healthy lifestyles coordination and Percepual–motor body awareness development Healthy Living Children become Nutrition independent in carrying out personal Hygiene routines and begin LEARNING TO Children use skills Inquiry and Children observe, Observation KNOW such as observing, Investigation explore and exploring, investigate the Exploration and communicating, raftto use practices that Safe practices keep them healthy and safe environment and investigation questioning, increase their problem solvi D ng, understanding of it investigating and logical thinking to enhance their learning and understanding Representing and Children begin to Using symbols Symbolic Thinking use symbols and represent their Representations thinking in many different ways Early Mathematics Children become Number aware of Measurement Mathematical Shape and space concepts and begin Patterns to use the language of Mathematics Chance and data 18 K I N D E R G A R T E N C U R R I C U L U M G U I D E L I N E S F O R T H E F I J I I S L A N D S D R A F T 2 ▲ Part A & B & C.indd 18 7/30/08 10:54:08 AM N a N o d a M a t a n i c i v a H u m a r e M o t i FALD FALD OUTCOME STRAND STRAND SUB-STRANDS OUTCOME LANGUAGE, Children become Listening and Children listen, Listening and LITERACY AND effective Communicating understand and responding COMMUNICATION communicators in respond to non- their first language verbal and verbal and develop the communication Speaking and foundations for communicating literacy Reading and Children recognise Becoming a reader Writing that print conveys meaning, and begin to use writing materi- Becoming a writer als with purpose LIVING AND Children act in ways Myself and Others Children think Sense of self LEARNING that positively positively about TOGETHER contribute to their themselves and are own and others’ able to build positive social and emotional relationships with Relationships well-being and other children and learning adults Diversity Children develop Culture understanding of their own culture, become aware of other cultures, and Respect for begin to accept diversity those who are different Children develop rEmotioans and Children begin to Emotional Behaviour ftidentify and name development their emotions, and to behave in ways Behaviour AESTHETICS, Music, Movement Children learn to use Music CREATIVITY AND skills of observation and Drama their voices; they THE ARTS and expr D that are socially and culturally acceptable ession, while listen to and enjoy at the same time music, and express Movement and growing in ability to themselves through dance describe, interpret, music, movement appreciate, enjoy, and dance Drama create and reflect Art and Craft Children explore Art and use a variety of art media, and learn basic skills in the tra- Craft ditional crafts of Fiji Aesthetics Children begin to Aesthetics enjoy and appreciate beauty in art, music and the world around them 19 D R A F T 2 K I N D E R G A R T E N C U R R I C U L U M G U I D E L I N E S F O R T H E F I J I I S L A N D S ▲ Part A & B & C.indd 19 7/30/08 10:54:09 AM N a N o d a M a t a n i c i v a H u m a r e M o t i FALD FALD OUTCOME STRAND STRAND SUB-STRANDS OUTCOMES SPIRITUAL AND Children wonder Spiritual Awareness Children experience Sense of wonder MORAL about the world a sense of wonder DEVELOPMENT around them, they and become aware become aware of of different beliefs different beliefs and practices and practices, and Spiritual beliefs behave responsibly towards other people and the environment Moral Development Children develop a Sense of right and sense of right and wrong wrong and become increasingly responsi- ble for their actions raft D 20 K I N D E R G A R T E N C U R R I C U L U M G U I D E L I N E S F O R T H E F I J I I S L A N D S D R A F T 2 ▲ Part A & B & C.indd 20 7/30/08 10:54:09 AM N a N o d a M a t a n i c i v a H u m a r e M o t i PHYSICAL DEVELOPMENT, HEALTH AND WELL-BEING OVERVIEW A nation’s destiny lies with the health, education and well-being of its children. Chil- dren have a right to the highest attainable standard of health, and the right of access to health care services. While governments and adults have the responsibility for provid- ing these services, children also need many opportunities to develop the knowledge, skills and attitudes to become physically fit and lead healthy lifestyles. Health, safety and nutrition, as well as physical development, are therefore included in this FALD. Physical development includes gross motor skills, fine motor skills and perceptual-motor skills. Gross motor development in ent is part r volves a movin f t g the whole body and using the large muscles. Fine motor development refers to using the small muscles as in the hands and feet. As children’s fine motor skills develop, their ability to coordinate their hands and eyes also increases. This is important for the development of writing and reading. Per- ceptual-motor developm Dof physical development. It includes development of the senses (hearing, sight etc.) and body awareness. Young children continue to develop and refine these physical skills throughout the early years, and need many opportunities to practise and extend their skills, regardless of their ability. Health and well- being refer to the healthy state of the body, mind and soul throughout life. Good nutrition is essential for proper growth and development during the early years, and all stakeholders - families, community service providers and teachers - need to encourage good eating habits and physical exercise to ensure healthy growth, develop- ment and general well-being. Healthy children are strong, energetic, alert, enthusiastic and active. They have a positive image of themselves and are emotionally secure, strong in the knowledge that they are loved and able to do things for themselves. MAIN OUTCOME Children of all abilities develop and refine their physical skills; they begin to use practices that lead to active and healthy lifestyles. 21 D R A F T 2 K I N D E R G A R T E N C U R R I C U L U M G U I D E L I N E S F O R T H E F I J I I S L A N D S ▲ Part A & B & C.indd 21 7/30/08 10:54:09 AM N a N o d a M a t a n i c i v a H u m a r e M o t i STRANDS AND SUB-STRANDS This Foundation Area of Learning and Development is divided into two strands; each strand has three sub-strands: Physical growth and Healthy living development Outcome: Children become Outcome: Children participate independent in carrying out enthusiastically in physical personal routines and begin to activities; they develop strength, use practices that keep them control, balance, coordination and healthy and safe body awareness Gross motor Nutrition development Hygiene development raft Fine motor D Perceptual– motor Safe practices development Reminder: The following outcomes are guidelines only. Children are all different and develop and learn at their own rate. 22 K I N D E R G A R T E N C U R R I C U L U M G U I D E L I N E S F O R T H E F I J I I S L A N D S D R A F T 2 ▲ Part A & B & C.indd 22 7/30/08 10:54:09 AM N a N o d a M a t a n i c i v a H u m a r e M o t i Physical Growth and Development • Gross motor development • Fine motor development • Perceptual-motor development By the end of Kindergarten you might expect children to… • Perform many gross motor tasks with ease; e.g. running, jumping, hopping on the spot, climbing, swinging, hanging, balancing • Throw, catch and kick with increasing accuracy • Try new physical chal- lenges, with support; e.g. galloping, somer- They might then… saults, cartwheels • Walk forwards and • Demonstrate increasing backwards easily ability to coordinate and control movements; e.g. • Hop on one foot on the running and changing spot or moving a short direction, throwing/ distance catching while running • Jump over low • Play organised games; o • Ki c r bstaclea f t s e.g. dog and bone, ck ball with some ac- sack race, although not uracy always following rules D• Run with greater control; e.g. stop and change direction By B y a b a o b u o t u t 3 3 y e y a e r a s r s o f o f without falling over ag a e g , e , c h c i h lid l r d e r n e n m i m g i h g t h … t • Throw with one hand • • Wa W l a k l k u p u p a n a d n d d o d w o n w n s t s a t i a ris r s using an overhand or with alternating feet underhand movement • • Ru R n u n a n a d n d s t s o t p o p w i w tih t o h u o t u t falling over • Jump on the spot • Balance a short time on one foot • Roll, throw and catch a large ball with two hands 23 D R A F T 2 K I N D E R G A R T E N C U R R I C U L U M G U I D E L I N E S F O R T H E F I J I I S L A N D S ▲ Part A & B & C.indd 23 7/30/08 10:54:13 AM N a N o d a M a t a n i c i v a H u m a r e M o t i Physical Growth and Development • Gross motor development • Fine motor development • Perceptual-motor development By the end of Kindergarten you might expect children to… • Have control over cray- ons, pencils and paint brushes and be able to use fi ner pencils, brushes and other tools (e.g. stapler) with reasonable success • Use either the left or right hand for most activ- ities They might then… • • Cu C t u t a l a o l n o g n g l iln i e n s e s a n a d n d • Use their fi rst two fi n- around simple shapes, gers and thumb (tripod and use paste correctly grasp) to hold crayons, pencils and brushes • • De D m e o m n o s n t s r t a r t a e t e g r g e r a e t a e t r e r eye-hand coordination • Begin to show a prefer- as they build with blocks, ence for either the left do puzzles, and join in or right hand other activities such as • Cut and paste reason- cooking, fi nger rhymes, ably well; e.g. cut a and weaving (e.g. able straig By about 3 years of sciss age, children might… • Use t r ht line,a f t holding to weave with voivoi and ors correctly coconut leaves) heir fi ngers and • • Us U e s e fi n fi e n e m o m t o o t r o r s k s i k lills l s t o t o • Use their whole hand hands with greater care for themselves; e.g. or fi st to hold jumbo crayons, thick pencils or brushes when drawing and painting Dcontrol, coordina- manipulate zips and tion and strength; buttons, use hands or e.g. threading fl ow- utensils correctly for eat- ers, leaves or smaller ing, comb hair beads; stirring with a • Begin to use scissors, spoon, tearing paper, but with diffi culty using rolling pins and • Use their fi ngers to plastic knives with thread large objects, dough and clay roll and pound dough, turn pages of a book, manipulate simple puzzles and blocks 24 K I N D E R G A R T E N C U R R I C U L U M G U I D E L I N E S F O R T H E F I J I I S L A N D S D R A F T 2 ▲ Part A & B & C.indd 24 7/30/08 10:54:16 AM N a N o d a M a t a n i c i v a H u m a r e M o t i Physical Growth and Development • Gross motor development • Fine motor development • Perceptual-motor development By the end of Kindergarten you might expect children to… • Demonstrate increasing interest in and knowledge of the human body and what it can do They might then… • • Be B e c r c e r a e t a itv i e v e i n i n e x e p x l p o l r o irn i g n g • Identify and name body how their bodies can parts and their purpose move • Move to a steady • • Mo M v o e v e a n a d n d d a d n a c n e c e u s u i s n i g n g rhythm or beat their own space without • Explore different ways bumping into others to move their bodies • • Us U e s e a n a d n d r e r s e p s o p n o d n d t o t o a n a n during music, move- increasing number of ment and other activi- space words; e.g. over, ties below, between, above, • Repeat simple clapping beside patterns (e.g. 3 slow • • Id I e d n e t n itfiy f y a n a d n d t r t y r y t o t o c o c p o y p y claps, 3 fast claps) common sounds in • I m s r mitate a f t body move- the environment; e.g. ents modelled by vehicles, birds & other omeone animals By about 3 years of • Move body in relation • • Co C m o p m l p e l t e e t e p u p z u z z l z e l s e s w i w tih t h a t a t age, children might… • Name and locate bod parts Dto basic spatial direc- least 10 pieces tions; e.g. crawl under y • • Us U e s e t h t e h i e ri r s e s n e s n e s s e s i n i n a n a n i n i - n the table, stand on the creasingly complex way chair • Participate in basic to explore and investi- • Complete more com- rhythmic movements gate the plex puzzles ( 5–10 and musical activities environment pieces) • Participate in sensory ac- • Sort, match and de- tivities (e.g. play dough, scribe objects accord- fi nger paint, feely bags) ing to texture, colour, • Complete simple jigsaw shape and size puzzles (up to 5 pieces ) • Use their senses to iden- tify objects that are the same or different 25 D R A F T 2 K I N D E R G A R T E N C U R R I C U L U M G U I D E L I N E S F O R T H E F I J I I S L A N D S ▲ Part A & B & C.indd 25 7/30/08 10:54:19 AM N a N o d a M a t a n i c i v a H u m a r e M o t i Healthy Living • Nutrition • Hygiene • Safe practices By the end of Kindergarten you might expect children to… • Identify healthy and unhealthy foods with reasonable accuracy They might then… • • Jo J i o n i n i n i n p l p a l n a n n i n n i g n g a n a d n d • Begin to understand preparing healthy snacks that food and water and meals are necessary for growth and health, and • • Ta T l a k l k p o p s o i s tiitv i e v l e y l y a b a o b u o t u t talk about the effect food eaten by different of eating and drinking cultures in Fiji, and try too much or too little new foods • Be aware of healthy • • Ta T l a k l k a b a o b u o t u t t h t e h e and junk foods relationship between food, health and growth • Gr By about 3 years of age, children might… foo • Sort, classify and name fruit and vegetables roup foaod, fruitsft and vegetables by colours and types • Identify where basic common in Fiji • Show food preferences • Show interest in helping D ds comes from; e.g. milk, meat, fruit • Participate in cooking and food preparation with food preparation e.g. cooking, washing vegetables & dishes • Be aware of the need to drink water frequently 26 K I N D E R G A R T E N C U R R I C U L U M G U I D E L I N E S F O R T H E F I J I I S L A N D S D R A F T 2 ▲ Part A & B & C.indd 26 7/30/08 10:54:22 AM N a N o d a M a t a n i c i v a H u m a r e M o t i Healthy Living • Nutrition • Hygiene • Safe practices By the end of Kindergarten you might expect children to… • Take responsibility for their personal needs – dressing, eating, toilet- ing, brushing teeth, combing hair, washing hands; may still need some help; e.g. bathing, blowing nose • Follow important health care practices without always being reminded; They might then… e.g. washing hands after • Want to take care of toilet and before eating their own toilet and • • Be B e a w a a w r a e r e o f o ft h t e h e r e r l e a l t a ito i n o - n personal needs such as ship between personal washing hands, bath- and environmental ing, brushing teeth; hygiene and disease; e.g. most can but still need how and where mosqui- some supervision toes breed • • Pr Dress t a f t hemselves with • • Ta T k a e k e p a p r a t r t i n i n k e k e e p e i p n i g n g minimal help their environment clean, ack away play materi- healthy and safe By about 3 years of age, children might… • Wash and dry hands, Dals and put them in proper places • Follow rules for keep- ing the environment brush teeth and use clean and healthy; e.g. handkerchief with help putting rubbish in the bin • Help dress themselves • Have good bladder control and be able to use the toilet with some assistance • Help put away clothes, toys etc. 27 D R A F T 2 K I N D E R G A R T E N C U R R I C U L U M G U I D E L I N E S F O R T H E F I J I I S L A N D S ▲ Part A & B & C.indd 27 7/30/08 10:54:25 AM N a N o d a M a t a n i c i v a H u m a r e M o t i Healthy Living • Nutrition • Hygiene • Safe practices By the end of Kindergarten you might expect children to… • Begin to take responsi- bility for keeping them- selves and others safe; e.g. staying away from cooking areas and incin- erators, not playing with matchsticks and kero- sene, switching lights and lanterns on and off safely They might then… • • Kn K o n w o w w h w a h t a t t o t o d o d o i n i n a n a n • Learn about the emergency; e.g. how dangers of their local to make an emergency environment; e.g. wa- phone call, and be able ter, fi re, and, under the to identify people to con- supervision of adults, tact if they are in danger follow basic rules on how to keep them- • • Ex E p x l p a l i a n i n i n i n s i s m i p m l p e l e w o w r o d r s d s selves safe why we should care for • Talk if in r a f t others and the about what to do environment danger and iden- tify some key people • • Ha H v a e v e t h t e h e s k s i k lills l s a n a d n d to turn to; e.g. if ap- confi dence to report bad Dproached by a stranger touches and uncomfortable • Be able to give their situations full name and phone number/address if • • Ta T k a e k e r irs i k s s k s t h t a h t a t d o d o n o n t o t By B y a b a o b u o t u t 3 3 y e y a e r a s r s o f o f they get lost or need threaten their safety and ag a e g , e , c h c i h lid l r d e r n e n m i m g i h g t h … t help well-being, or that of • • Fo F l o llo l w o w s a s f a e f t e y t y others instructions given by • Talk about good and adults; e.g. holding bad touches and hands and looking both identify situations that ways when crossing the make them feel com- road, staying away from fortable and uncom- hot surfaces fortable • Talk about their bodies and become aware that not everyone should touch them 28 K I N D E R G A R T E N C U R R I C U L U M G U I D E L I N E S F O R T H E F I J I I S L A N D S D R A F T 2 ▲ Part A & B & C.indd 28 7/30/08 10:54:28 AM N a N o d a M a t a n i c i v a H u m a r e M o t i LEARNING TO KNOW OVERVIEW The FALD Learning to Know has a focus on developing skills, knowledge and attitudes that support children’s enjoyment of learning and help them to become independ- ent and successful learners. These skills include observing, exploring, thinking, prob- lem solving, communicating, and using symbols. In the early years children need many opportunities to see and touch objects, to hear language, to move about and explore the environment. Early experiences and stimulation at home and in community environ- ments provide the basis for this early learning. These experiences help children under- stand the world around them and develop concepts about the people and objects in it. They form the basis for future higher order levels of thinking required in all areas of living and learning. These skills also form the foundati about the l r on of a Mathe f t matical and Science learning. Children already have considerable science and mathematical knowledge when they come to Kin- dergarten. This includes knowledge about cultural ways of counting, measuring and re- cording, and knowledge Docal environment. This knowledge comes from their daily interactions, observations and investigations, and will continue to develop and be refined through play-based learning in the Kindergarten. As children interact and grow in their ability to communicate, major changes in their thinking occur. Social interaction and language should therefore be central to all early childhood programmes. MAIN OUTCOME Children use skills such as observing, exploring, communicating, questioning, problem solving, investigating and logical thinking to enhance their learning and understanding. 29 D R A F T 2 K I N D E R G A R T E N C U R R I C U L U M G U I D E L I N E S F O R T H E F I J I I S L A N D S ▲ Part A & B & C.indd 29 7/30/08 10:54:29 AM N a N o d a M a t a n i c i v a H u m a r e M o t i STRANDS AND SUB-STRANDS This Foundation Area of Learning and Development is divided into three strands; each strand has a number of sub-strands Inquiry and investigation Representing and Early Mathematics symbolic thinking Outcome: Children Outcome: Children observe, explore and Outcome: Children become aware of investigate the begin to use symbols and Mathematical concepts environment and increase represent their thinking in and begin to use the their understanding of it many different ways language of Mathematics Observation Using symbols Number Exploration and Representations Measurement investigation Shape and space raft Patterns D Chance and data Reminder: The following outcomes are guidelines only. Children are all different and develop and learn at their own rate. 30 K I N D E R G A R T E N C U R R I C U L U M G U I D E L I N E S F O R T H E F I J I I S L A N D S D R A F T 2 ▲ Part A & B & C.indd 30 7/30/08 10:54:29 AM N a N o d a M a t a n i c i v a H u m a r e M o t i Inquiry and Investigation • Observation • Exploration and investigation By the end of Kindergarten you might expect children to… • Pay careful attention to the environment and describe what they have observed; e.g. the feath- ers on a bird, patterns on a shell, clouds, sounds, different habitats of animals • Recognise the needs of plants and animals and respond to these, with assistance • • Gi G v i e v e t h t e h i e ri r o w o n w n e x e p x l p a l n a a n - a tions and ideas about • raft They might then… why things are as they Notice more details in are; e.g. Why can you objects and ask ‘what’ see the moon in the and ‘why’ questions daytime? Why do leaves D By about 3 years of turn yellow? • Nurture plants with as- age, children might… sistance • • In I c n l c u l d u e d e m o m r o e r e d e d t e a t i a li li n i n • Show curiosity about liv- their drawings, • Talk about things in ing and non-living things paintings and other rep- the environment – how in their environment resentations they look, sound, feel • Pick up objects of etc.; use more descrip- • • Ex E p x r p e r s e s s s f e f e e l e iln i g n s g s a n a d n d interest and bring them tive language when ideas about objects to show the teacher describing them through painting, drawing etc. • Use simple vocabulary to • Represent objects they describe objects have observed in the • • Co C m o m m e m n e t n t o n o n t h t e h e w e w a e t a h t - h environment er and changes in the • Ask how things work weather - dry, wet, windy, hot and cold weather 31 D R A F T 2 K I N D E R G A R T E N C U R R I C U L U M G U I D E L I N E S F O R T H E F I J I I S L A N D S ▲ Part A & B & C.indd 31 7/30/08 10:54:31 AM N a N o d a M a t a n i c i v a H u m a r e M o t i Inquiry and Investigation • Observation • Exploration and investigation By the end of Kindergarten you might expect children to… • Have the confi dence and motivation to explore topics of interest to them and use books, peers and other sources of in- They might then… formation to fi nd answers • Explore the proper- • Make decisions and solve ties of sand, water simple problems that and wind; e.g. adding they encounter during water to sand, running their explorations in the wind • Enjoy collecting objects; • Investigate living and sort and classify these non-living things and • Select and use simple talk about their fi nd- scientifi c tools to increase ings; e.g. habitats of their learning; e.g. mag- different creatures. Fol- low to ant • Colr prom fi nd ou s are g a pts by a t more ( f t nifying glass, traditional dults or local tools e.g. I wonder where those • Communicate and share oing?) their fi ndings with others By about 3 years of age, children might… • Play with natural materi- als such as sand and D in a variety of ways lect and sort ob- jects of interest • Have some basic knowl- edge about the local • Make decisions and environment, both living solve simple problems and non-living as they explore and play • Know some traditional stories, myths and leg- • Understand the pur- water ends from the various pose of tools such as a • Use their senses to ex- cultures of Fiji about the magnifying glass and plore objects natural environment use these in their play • Collect things of interest • Listen to short age- to them appropriate tradi- • Use trial and error to fi nd tional stories about the out about things natural environment; ask questions • Listen to short age-ap- propriate traditional stories about the natural environment 32 K I N D E R G A R T E N C U R R I C U L U M G U I D E L I N E S F O R T H E F I J I I S L A N D S D R A F T 2 ▲ Part A & B & C.indd 32 7/30/08 10:54:35 AM N a N o d a M a t a n i c i v a H u m a r e M o t i Representing and Symbolic Thinking • Using symbols • Representations By the end of Kindergarten you might expect children to… • Act out more varied and complex pretend roles, using less realistic objects and gestures as symbols; e.g. Hold hand to ear and pretend to dial phone; build sand- castle and put shell on top for a satellite dish • Understand that symbols have meaning and that they can use symbols such as writing, drawing, sign language to express ideas • • Re R c e o c g o n g i n s i e s e t h t e h e s y s m y b m o b l o s l s of language, mathemat- ics, as well as cultural and environmental symbols, raft They might then… • Use real and pretend objects and actions and use these in their in their play; e.g. go play, drawings and other pretend shopping then activities; e.g. making up use coconut shells or signs for block play By about 3 years age, children mighD fi sh tins for cooking pretend dinner of • Become aware of t… written symbol sys- • Imitate what other peo- tems such as letters ple do, and pretend to and numbers and use be someone else; e.g. these in their play pouring tea, putting the baby to bed • Use non-verbal com- munication and sign language 33 D R A F T 2 K I N D E R G A R T E N C U R R I C U L U M G U I D E L I N E S F O R T H E F I J I I S L A N D S ▲ Part A & B & C.indd 33 7/30/08 10:54:38 AM N a N o d a M a t a n i c i v a H u m a r e M o t i Representing and Symbolic Thinking • Using symbols • Representations By the end of Kindergarten you might expect children to… • Represent their thinking in many ways using a greater variety of media and materials; e.g. ver- bal and sign language, drawing, painting, block play, music • Draw simple plans and maps with help; e.g. a plan for block construc- tion, a map of their journey to Kindergarten • Be interested in adding words and other sym- bols to their construc- tions and other repre- • Use a medi repre r great a f t They might then… sentations so that they er variety of can share their ideas a and materials to with others Dsent their ideas • Talk more about their drawings, construc- By about 3 years of tions etc.. age, children might… • Ask for written words • Label scribbles as peo- to go on their draw- ple or familiar objects ings, constructions etc. • Build with blocks to make simple structures • Begin to use descriptive language to label their paintings, drawings and constructions 34 K I N D E R G A R T E N C U R R I C U L U M G U I D E L I N E S F O R T H E F I J I I S L A N D S D R A F T 2 ▲ Part A & B & C.indd 34 7/30/08 10:54:41 AM N a N o d a M a t a n i c i v a H u m a r e M o t i Early Mathematical Understanding • Number • Measurement • Shape and space • Patterns • Chance and data By the end of Kindergarten you might expect children to… • Use some traditional or cultural ways of counting • Sort objects into groups according to more than one attribute (e.g. big They might then… green bananas and little • Show some under- yellow bananas); say how standing of traditional they are the same ways of counting e.g. • Have a sense of number; bundle of fi rewood e.g. count small numbers – I vesubuka, bundle with awareness of one- of coconuts - qali niu, to-one correspondence, vesu ota, kau vudi, put groups of up to 5 kasi mana etc., ek objects in order ghat-bundle of beans, fi rewood, kurdha- heap • Identify and name of kumala etc numerals up to 5; match • By about 3 years of rEngaaft these to groups of 1-5 ge in meaning- objects ful counting activities in the context of their • Use the language of age, children might… daily lives; e.g. count- comparison; e.g. may say • Be aware of traditio ways of counting as by their families D nal ing number of children which group has more or used in a group less objects • Sort objects into • Use low ordinal numbers • Use some number words groups using one with accuracy (e.g. 1st, in their talk; e.g. I’m 3 attribute (e.g. colour, 2nd, 3rd) years old size) and explain why • Describe a sequence of they are the same • Begin to sort objects ac- events (e.g. Tell the steps cording to one attribute; • Recognise numerals as they took to complete a e.g. colour, shape different from letters simple activity) • Join in number songs • Respond with a and games number when asked a ‘how many’ question • Rote count numbers <10 not necessarily in correct sequence 35 D R A F T 2 K I N D E R G A R T E N C U R R I C U L U M G U I D E L I N E S F O R T H E F I J I I S L A N D S ▲ Part A & B & C.indd 35 7/30/08 10:54:43 AM N a N o d a M a t a n i c i v a H u m a r e M o t i Early Mathematical Understanding • Number • Measurement • Shape and space • Patterns • Chance and data By the end of Kindergarten you might expect children to… • Use some traditional ways of measuring and related language in their play • Look for, try out and correctly select objects according to size; e.g. matching lids and con- tainers; blocks the same size • Ask questions and make comments about quantity, time, money, distance; e.g. How far? They might then… How much? How long? • t • l a tir Use so ways of heir pl Use me a me tradi measur f t tional • Begin to use compara- ing in tive words; e.g. bigger ay than, heavier than asurement • Use non standard meas- By about 3 years of age, children might… • Use basic measureme D anguage in their play urements when asked nd talk; e.g. home a question; e.g. How me, longer, heavier, many steps to the door? short rest, • Use some measuring • Join in talks on the tools such as scales, weather although not accurately nt • Pretend play with • Begin to recognise the words e.g. a long way, money and use money value of coins and notes I’ve got lots, language • Show an interest in • Compare objects by • Talk more accurately clocks and watches size, weight etc.. about times of the • Show interest in money day; begin to under- • Pour and fi ll with water stand time words such and sand as before, after, next • Talk about times of the day – lunch time, time to go home etc.. 36 K I N D E R G A R T E N C U R R I C U L U M G U I D E L I N E S F O R T H E F I J I I S L A N D S D R A F T 2 ▲ Part A & B & C.indd 36 7/30/08 10:54:47 AM N a N o d a M a t a n i c i v a H u m a r e M o t i Early Mathematical Understanding • Number • Measurement • Shape and space • Patterns • Chance and data By the end of Kindergarten you might expect children to… • Use spatial language in their play and other activities (under, behind, on top of etc..) • Talk about themselves and objects in relation to their position (e.g. I’m next to Mere, he’s hiding behind the door) • • Co C m o p m a p r a e r e a n a d n d s o s r o t r t o b o - b They might then… jects according to shape • Find their own space in • • Re R c e o c g o n g i n s i e s e a n a d n d n a n m a e m e a room basic shapes (e.g. circle, square, triangle) • Follow directions re- lated to position; e.g. • • Cr C e r a e t a e t e m o m r o e r e c o c m o p m l p e l x e x under, behind, in front, patterns by putting By about 3 years of age, children might… rbeaft side shapes together (e.g. puzzles, blocks, collage) • Join in activities they have to mo space; e.g. crawl under, over, thro D • Sort objects in the environment according where to shape (e.g. leaves, ve in fl owers, shells) ing • Fit shapes together ugh (e.g. puzzles, blocks) objects • Use lines and round • Use their bodies in shapes when drawing space; e.g. swinging, or painting. balancing • Participate in simple rhythm activities • With support, fi nd shapes in the environment • Complete simple puzzles 37 D R A F T 2 K I N D E R G A R T E N C U R R I C U L U M G U I D E L I N E S F O R T H E F I J I I S L A N D S ▲ Part A & B & C.indd 37 7/30/08 10:54:50 AM N a N o d a M a t a n i c i v a H u m a r e M o t i Early Mathematical Understanding • Number • Measurement • Shape and space • Patterns • Chance and data By the end of Kindergarten you might expect children to… • Identify patterns in the environment • Sort objects according to their patterns, and describe the patterns • Recognise and try to copy traditional pat- They might then… terns; e.g. patterns in • Match patterns and tell mats, tapa, pottery and how they are the same baskets • Find and comment on • Copy and extend simple p e f • R p By about 3 years of • C age, children might… rattern.g. in cood, taepeat as arounlothing,ft d them; patterns they see and mats, hear; e.g. clapping pat- pa, baskets terns simple sound • Create patterns; e.g. • Identify patterns that a the same or different • With support, fi nd Datterns; e.g. clapping by drawing, threading, singing, clapping reate patterns in painting and other art re work (e.g. collage) • Talk about patterns they see, hear and simple patterns in the make environment • Create simple patterns in their painting and drawing by repeating lines and shapes 38 K I N D E R G A R T E N C U R R I C U L U M G U I D E L I N E S F O R T H E F I J I I S L A N D S D R A F T 2 ▲ Part A & B & C.indd 38 7/30/08 10:54:53 AM N a N o d a M a t a n i c i v a H u m a r e M o t i Early Mathematical Understanding • Number • Measurement • Shape and space • Patterns • Chance and data By the end of Kindergarten you might expect children to… • Use a vocabulary of chance words in their fi rst language; e.g. maybe, possibly, perhaps • Join in group activities for recording simple pictorial graphs; e.g. colours of children’s clothing • • As A k s k q u q e u s e t s ito i n o s n s a b a o b u o t u t s i s m i - m They might then… ple graphs • Be prepared to guess • • Us U e s e a a m a m r a k r k o r o r p i p c i t c u t r u e r e t o t o or ‘have a go’ record information; e.g. • Talk about personally their attendance, or the signifi cant possibilities; activities they have com- By about 3 years of re.gaft . we might go fi sh- pleted during the session ing • • Su S g u g g e g s e t s t w h w a h t a t m i m g i h g t h t h a h p a - p • Use basic prediction pen next in a story words in the vernacu- age, children might… • • Gu G e u s e s s s a n a d n d c h c e h c e k c ; k ;e . e g . . g . • Make simple ch e.g. make a choi presented with t D lar; e.g. ‘I think it might oices; how many potatoes in the rain in the afternoon’ ce when bag • Join in group activities wo op- for gathering simple tions data; e.g. Stand up all • Make simple predictions; children wearing red e.g. predict what the • Join in activities for weather might be like recording information; tomorrow e.g. weather chart • Interpret information in their environment; e.g. look at leaves on the ground and identify which tree they came from 39 D R A F T 2 K I N D E R G A R T E N C U R R I C U L U M G U I D E L I N E S F O R T H E F I J I I S L A N D S ▲ Part A & B & C.indd 39 7/30/08 10:54:55 AM N a N o d a M a t a n i c i v a H u m a r e M o t i LANGUAGE, LITERACY AND COMMUNICATION OVERVIEW Language is the means by which individuals share ideas, and express emotions, thoughts and needs. It is through language that we come to know ourselves and each other and learn to participate in and contribute to our culturally diverse communities. Language is learned, and is used to understand and represent our life experiences as we interact and build relationships with family and members of our community. Literacy has its roots in language and in the ability to communicate. It involves under- standing and using the symbol systems of a culture - not just the alphabet and number systems, but also environmental and cultural signs and symbols. Literacy learning begins at birth and continues throughout life. heir famili r Babie a s’ and f t young children’s many ways of com- municating (words, gestures, drawings, movement etcetera) are pathways to becoming literate adults, and should be valued and supported both at home and school. These pathways into literacy can be very diverse, depending on the social and cultural prac- tices children experience in tDes and communities. Some children are exposed to a lot of print from an early age, others grow up in more oral cultures where listening and talking are priorities. Many children in Fiji are also exposed to multiple languages, dialects and symbol systems. Teaching and learning in a child’s first language are encour- aged in the Kindergartens of Fiji as developing the child’s first language is an important foundation for developing other languages and literacy, and for supporting multicultural communication. Literacy is best supported when adults read or tell stories to children, sing songs, play games, encourage good listening practices, converse with children, help them recognise signs and symbols in the environment, and when children play with letters, dictate stories about their drawings and paintings, and have many opportunities to express themselves. Teachers who provide these types of experiences will be building strong foundations for all areas of language, literacy and communication. MAIN OUTCOME Children become effective communicators in their first language and develop the foun- dations for literacy 40 K I N D E R G A R T E N C U R R I C U L U M G U I D E L I N E S F O R T H E F I J I I S L A N D S D R A F T 2 ▲ Part A & B & C.indd 40 7/30/08 10:54:56 AM N a N o d a M a t a n i c i v a H u m a r e M o t i STRANDS AND SUB-STRANDS This Foundation Area of Learning and Development is divided into two strands; each strand has two sub-strands: Listening and Reading and writing communicating Outcome: Children Outcome: Children listen, recognise that print understand and respond conveys meaning and be- to non-verbal and verbal gin to use writing materi- communication als with purpose Listening and Becoming a responding reader Speaking and Becoming a communicating writer raft D Reminder: The following outcomes are guidelines only. Children are all different and develop and learn at their own rate. 41 D R A F T 2 K I N D E R G A R T E N C U R R I C U L U M G U I D E L I N E S F O R T H E F I J I I S L A N D S ▲ Part A & B & C.indd 41 7/30/08 10:54:56 AM N a N o d a M a t a n i c i v a H u m a r e M o t i Listening and Communicating • Listening and responding • Speaking and communicating By the end of Kindergarten you might expect children to… • Play with sounds and words; e.g. recognise rhyming words, make up nonsense words that rhyme • Identify words that start with the same sound • Be aware of syllables in words; e.g. be able to clap the syllables they They might then… hear in their own name • Identify sounds that • • Be B e a w a a w r a e r e t h t a h t a t t h t e h r e e r e i s i s are the same a relationship between • Play with sounds, sounds and letters words and rhymes • • Re R s e p s o p n o d n d t o t o a a w i w d i e d e • Repeat nursery rhymes, range of age-appropri- chants, action songs; ate stories by asking e. ji ( By about 3 years of rg. O-oaft -bauwa (Fi- and answering ques- an), Chanda mamma tions, making comments Hindi) and predictions • Begin to use some age, children might… • • Si S ti t a n a d n d l ils i t s e t n e n a t a t t e t n e t n itv i e v l e y l y • Pay attention to and identify sounds in the Dsound words; e.g. for at least 10 minutes loud, soft • • Us U e s e c u c l u tlu t r u a r l a lly l y a p a p p r p o r p o r p ir-i • Listen for longer environment; e.g. birds ate listening behaviours periods of time; make singing, water splashing, • • Fo F l o llo l w o w i n i s n t s r t u r c u t c ito i n o s n s w i w tih t h comments and ask leaves rustling more than two steps questions when others • Recite simple nursery that become increas- are telling or reading rhymes and join in sim- ingly complex stories ple action songs, chants • Listen to and follow and mekes simple instructions • Listen for a few minutes with 2 steps when someone is talking or telling a story • Listen to and follow one simple instruction 42 K I N D E R G A R T E N C U R R I C U L U M G U I D E L I N E S F O R T H E F I J I I S L A N D S D R A F T 2 ▲ Part A & B & C.indd 42 7/30/08 10:54:59 AM N a N o d a M a t a n i c i v a H u m a r e M o t i Listening and Communicating • Listening and responding • Speaking and communicating By the end of Kindergarten you might expect children to… • Speak clearly in the fi rst language or dialect and generally be understood by speakers of that lan- guage/dialect • Use their fi rst language or dialect in a more extensive way – increased vocabulary, more complex sentence structure, local expressions • Join in conversations and take turns • • As A k s k a n a d n d a n a s n w s e w r e r q u q e u s e - s They might then… tions, and extend what • Become more someone else has said profi cient in using the • • As A k s k a n a d n d a n a s n w s e w r e r W h W e h n e ? n ? non-verbal communi- Who? Where? What? By about 3 years of age, children might… • • Use the basic gestures rcatioaft n of their culture Why? questions Use the sounds and • • Re R t e e t l e ll la a s t s o t r o y r sentence structure of and sign language of • • Us U e s e c u c l u tlu t r u a r l a lly l y a p a p p r p o r p o r p ir-i their language with their culture ate ways of speaking and • Use sentences of at least 3 words in their D increasing accuracy communicating • Tell and retell stories, fi rst • • Us U e s e m a m n a y n y w a w y a s y s t o t o linking main ideas language or dialect to communicate ideas and • Ask lots of questions express their ideas and express emotions needs • Talk to themselves while playing or doing • Ask questions something; e.g. • Join in songs and painting rhymes with adults and/ or other children • Express themselves through drawing, singing and moving 43 D R A F T 2 K I N D E R G A R T E N C U R R I C U L U M G U I D E L I N E S F O R T H E F I J I I S L A N D S ▲ Part A & B & C.indd 43 7/30/08 10:55:03 AM N a N o d a M a t a n i c i v a H u m a r e M o t i Reading and Writing • Becoming a reader • Becoming a writer By the end of Kindergarten you might expect children to… • Participate in stories, asking and answering questions, volunteering comments, predicting what comes next • Tell, retell and act out stories, giving sequence to the story • Use books for enjoyment and information • • Re R c e o c g o n g i n s i e s e c o c m o m m o m n o n p r p irn i t n t They might then… labels and signs in the • Participate more in sto- environment ries through comments • • Be B g e i g n i n t o t o ‘ r ‘ e r a e d a ’ d ’o t o h t e h r e r and questions signs in the environment • Use illustrations to that are important for guess what the text the maintenance of their says culture (e.g. changes in • Distinguish between weather, animal move- pi w By about 3 years of • S r ctures a f t and written ment) ords • • Be B e i n i t n e t r e e r s e t s e t d e d i n i n l e l t e t t e t r e s r , s , how they understand sounds and words; some age, children might… that print carries a children may make some • Enjoy books and storie and ask adults to tell o read stories Dmessage by pointing s letter-sound matches to words and signs in r • • Re R c e o c g o n g i n s i e s e a n a d n d n a n m a e m e a t a t the environment and least some letters in their asking what they say • Recognise basic names and in the environ- • Recognise their own features of a book such ment names in print as front, back, top, bot- • • Di D c i t c a t t a e t e s t s o t r o ire i s e s f o f r o r a d a u d l u tls t s tom, and be able to turn • Show interest in hav- to write down; and join in the pages ing their stories written reading these down; e.g. stories • Answer simple about their drawings questions about a story and paintings • Talk about their drawings and paintings when asked 44 K I N D E R G A R T E N C U R R I C U L U M G U I D E L I N E S F O R T H E F I J I I S L A N D S D R A F T 2 ▲ Part A & B & C.indd 44 7/30/08 10:55:05 AM N a N o d a M a t a n i c i v a H u m a r e M o t i Reading and Writing • Becoming a reader • Becoming a writer By the end of Kindergarten you might expect children to… • Use play writing for differ- ent purposes (e.g. shop- ping lists, recipes, signs) • Write some recognisable letters although these may not yet be formed correctly (letters may still be reversed) • Dictate stories for an adult to write down; at- tempt to copy some of the writing • • So S m o e m e c h c i h lid l r d e r n e n m a m y a y c o c r o - r rectly use some letters to represent sounds; may raft They might then… • Pretend to write, using attempt some invented scribble writing; some spelling of familiar words letter-like symbols may be included • • So S m o e m e c h c i h lid l r d e r n e n m a m y a y t r t y r y t o t o write their own stories; By about 3 year age, children mi D • Write some letters in may ask for help; e.g. how their names, especially s of do you write ‘mummy’? the fi rst letter (these ght… may be reversed) • • Wr W irtie t e t h t e h i e ri r fi r fi s r t s t n a n m a e m • Communicate their ideas • Become aware that and thinking mostly writing and drawing through drawing, paint- are different ing and other media • Point to print on a • Observe adults and page and ask what it older brother and says sisters writing (e.g. doing homework) and want to copy or join in • Pretend to write, but not generally using letter-like marks 45 D R A F T 2 K I N D E R G A R T E N C U R R I C U L U M G U I D E L I N E S F O R T H E F I J I I S L A N D S ▲ Part A & B & C.indd 45 7/30/08 10:55:08 AM N a N o d a M a t a n i c i v a H u m a r e M o t i LIVING AND LEARNING TOGETHER OVERVIEW Children learn who they are and what life is about from the people around them. For most children in Fiji this is the family, which is the most important influence on children’s view of themselves and others. Working closely with families is therefore a critical role for the early childhood teacher. In this curriculum area we focus on children’s developing sense of self, building trusting relationships with others, and developing understanding of themselves and the wider community. Learning experiences in the so- cial and emotional area encourage children to become independent and collaborative learners and responsible citizens. Children develop pride in, and understanding of their cultures, and develop positive attitudes and respect for people of other cultures. Within a safe and inclusive environment, children develop the confidence and ability to identify and express their emotions. They learn the limits and boundaries of acceptable behav- iour, and become able to tolerate chan sitively conr ge an a d adap f t t to an ever-widening world. MAIN OUTCOME Children act in ways that po Dtribute to their own and others’ social and emo- tional well-being and learning 46 K I N D E R G A R T E N C U R R I C U L U M G U I D E L I N E S F O R T H E F I J I I S L A N D S D R A F T 2 ▲ Part A & B & C.indd 46 7/30/08 10:55:08 AM N a N o d a M a t a n i c i v a H u m a r e M o t i STRANDS AND SUB-STRANDS This Foundation Area of Learning and Development is divided into three strands; each strand has two sub-strands: Myself and others Diversity Emotions and behaviour Outcome: Children think Outcome: Children Outcome: Children begin positively about them- develop understanding of to identify and name their selves and are able to their own culture, become emotions, and to behave build positive relation- aware of other cultures, in ways that are socially ships with other children and begin to accept those and culturally acceptable and adults who are different Emotional Sense of self Culture development Relationships Respect for Behaviour raft diversity D Reminder: The following outcomes are guidelines only. Children are all different and develop and learn at their own rate. 47 D R A F T 2 K I N D E R G A R T E N C U R R I C U L U M G U I D E L I N E S F O R T H E F I J I I S L A N D S ▲ Part A & B & C.indd 47 7/30/08 10:55:08 AM N a N o d a M a t a n i c i v a H u m a r e M o t i Myself and Others • Sense of self • Relationships By the end of Kindergarten you might expect children to… • Separate easily from their families when they go to Kindergarten and adjust to small changes in rou- tines and their environ- ment • Talk positively and confi - dently about themselves and their abilities; may They might then… talk about things they like and their feelings • Generally separate easily from family, but • • Ac A c c e c p e t p t a n a d n d p e p r e s r e s v e e v r e e r e may sometimes cry or with challenges and be be anxious prepared to ‘have a go’ By about 3 years of • Share information • • Ma M k a e k e s i s m i p m l p e l e c h c o h i o c i e c s e s a n a d n d age, children might… about themselves and plans, and follow through • Cry on arrival, but settle down when comforted by teachers raft their families; e.g. My their decisions with in- grandmother lives in creasing independence • Talk about themselv and their families, us names Dthe village es • Move independently ing from one activity to another, and persevere for longer with tasks • Stay with an activity for a and activities short time, and move to other activities inde- pendently or with guid- ance • Identify themselves as a boy or girl 48 K I N D E R G A R T E N C U R R I C U L U M G U I D E L I N E S F O R T H E F I J I I S L A N D S D R A F T 2 ▲ Part A & B & C.indd 48 7/30/08 10:55:11 AM N a N o d a M a t a n i c i v a H u m a r e M o t i Myself and Others • Sense of self • Relationships By the end of Kindergarten you might expect children to… • Play cooperatively with other children most of the time; become more able to solve their own prob- lems as they arise during play • • Pa P r a t r itc i i c p i a p t a e t e a c a t c itv i e v l e y l y i n i n They might then… small and large group • Identify one of two activities for longer friends by name periods of time • Play happily with • • He H l e p l p o t o h t e h r e r c h c i h lid l r d e r n e ; n ;e . e g . . g .a a special friends and child who is upset or who may seek other needs help children to play with • • In I i n tiita i t a e t e i n i t n e t r e a r c a t c ito i n o s n s a n a d n d • Join in group activities participate in conversa- rfor aft longer periods of tions with the teacher By about 3 years age, children mig • Observe others p play alone or alonD time • Share and take turns of when encouraged by ht… the teacher laying, • Talk to the teacher gside - ask for help when peers needed; answer questions • Talk to other children and the teacher • Join in group activities for a short time • Share and take turns when encouraged by the teacher. 49 D R A F T 2 K I N D E R G A R T E N C U R R I C U L U M G U I D E L I N E S F O R T H E F I J I I S L A N D S ▲ Part A & B & C.indd 49 7/30/08 10:55:15 AM N a N o d a M a t a n i c i v a H u m a r e M o t i Diversity • Culture • Respect for diversity By the end of Kindergarten you might expect children to… • Have a positive attitude towards their culture and language, and be able to share aspects of their culture with others • Begin to use some social and cultural practices without being told (e.g. showing respect for elders) • • Jo J i o n i n i n i n s i s m i p m l p e l e r h r y h m y e m s e s a n a d n d songs using the other They might then… languages of Fiji • Talk and sing songs in • • Pa P r a t r itc i i c p i a p t a e t e a c a t c itv i e v l e y l y i n i n their fi rst language games, stories and learning experiences • Identify and name about their own and members of their other cultures i t By about 3 years of rmmediaft ate family, and their relationship to • • Be B e f a f m a i m liila i r a r w i w tih t h s t s o t r o ire i s e s hem and celebrations valued by their culture and other age, children might… • Follow social and cultures in their • Use their fi rst languag or dialect to communi cate Dcultural practices, with e community guidance; e.g. - greetings • Participate in activi- • Name members of their ties and celebrations immediate family related to their culture • With support, join in and that of other chil- small group activities dren in the group; e.g. related to their culture; art, stories, games e.g. songs, games, sto- ries • Pretend play using ob- jects and artefacts from their own culture and that of others; e.g. cook- ing utensils, clothes 50 K I N D E R G A R T E N C U R R I C U L U M G U I D E L I N E S F O R T H E F I J I I S L A N D S D R A F T 2 ▲ Part A & B & C.indd 50 7/30/08 10:55:18 AM N a N o d a M a t a n i c i v a H u m a r e M o t i Diversity • Culture • Respect for diversity By the end of Kindergarten you might expect children to… • Identify and talk about how people are the same and different; e.g. hair type, shelter and clothing, and participate in related learning experiences • Begin to understand the feelings of others and recognise behaviours that hurt other people • Respond when they see hurtful or prejudiced behaviour; e.g. telling other children that they shouldn’t do that or talk that way raft They might then… • Ask questions about • • In I t n e t r e a r c a t c t p o p s o i s tiitv i e v l e y l y w i w tih t h people who look dif- all children and talk with ferent, and talk about respect about people differences as they who are different from read stories and look themselves By about 3 years age, children mig D at pictures with the of teacher ht… • With support from • Point and ask questions the teacher, interact about people who look and play with children different; e.g. different who are different from hair type, skin colour, themselves people in wheel chairs • With support from the teacher, interact and play with children who are different from themselves 51 D R A F T 2 K I N D E R G A R T E N C U R R I C U L U M G U I D E L I N E S F O R T H E F I J I I S L A N D S ▲ Part A & B & C.indd 51 7/30/08 10:55:20 AM N a N o d a M a t a n i c i v a H u m a r e M o t i Emotions and Behaviour • Emotional development • Behaviour By the end of Kindergarten you might expect children to… • Talk about their feelings and name them; e.g. I feel sad • Express their emotions They might then… and feelings construc- • Express emotions tively through play, art, through their behav- movement etc.. iour and non-verbal • Laugh and show that they communication, but have a sense of humour increasingly be able to use words for their• Persevere with age-ap- By about 3 years of emotions propriate tasks; e.g. trying age, children might… to stick things together in • Gain more control over art • Express the basic their emotions, using emotions (e.g. happy, more strategies and • Identify and talk about sad, scared, angry) other ways of express- through their behaviour and in non-verbal ways; begin to use words for their feelings • Show pride in themselves and their rie• Rang their .g. painft the causes of emotions in emotions; others ting, drawing, sensory play accomplishments • Begin to use strategi D ecognise the emotions of others; e.g. when looking at pictures identify how the person feels es to control their emotions; e.g. move away from the situation, cover their eyes or block their ears 52 K I N D E R G A R T E N C U R R I C U L U M G U I D E L I N E S F O R T H E F I J I I S L A N D S D R A F T 2 ▲ Part A & B & C.indd 52 7/30/08 10:55:23 AM N a N o d a M a t a n i c i v a H u m a r e M o t i Diversity • Emotional development • Behaviour By the end of Kindergarten you might expect children to… • Behave in culturally-ap- propriate ways most of the time • Have a say in making up age-appropriate, meaningful rules for the Kindergarten; follow these most of the time • Take more responsibility for their behaviour towards other people and the environment • Begin to behave in ways that support learning; e.g. listen attentively for a short time, join in group talks, work with others, address adults in ap- propriate ways, become •r Abi a f t They might then… • Show respect for elders increasingly independent de by reasonable, meaningful rules set • • Pl P a l y a y c o c o o p o e p r e a r t a itv i e v l e y l y w i w tih t h by the teacher and ac- other children, taking cept that these may be turns, negotiating and By about 3 years D different from those at sharing home • • Re R s e o s l o v l e v e c o c n o fl n i fl c i t c s t s w i w tih t o h u o t u t of • Act in a caring way always seeking the age, children might… towards other people teacher’s help; e.g. asking • Begin to follow basic and the environment, a friend to help rules for responsible with reminders from behaviour in the Kinder- adults garten and beyond • Join in group activities • Play with other children and participate for a short time in group activities 53 D R A F T 2 K I N D E R G A R T E N C U R R I C U L U M G U I D E L I N E S F O R T H E F I J I I S L A N D S ▲ Part A & B & C.indd 53 7/30/08 10:55:27 AM N a N o d a M a t a n i c i v a H u m a r e M o t i AESTHETICS, CREATIVITY AND THE ARTS OVERVIEW Aesthetics is about taking notice of and responding to things of beauty. Teachers support children’s aesthetic development when they provide learning environ- ments that are clean, tidy and attractive, when they encourage children to look at and enjoy the beauty of things around them, and when they provide children with many creative and sensory experiences. Aesthetics and creative expression come naturally to young children, but need to be nurtured. Young children spontaneously create dif- ferent sounds and music; they stop to admire beautiful and colourful hibiscus flowers on the way home from Kindergarten; they dress up in traditional costumes using saris, bangles, beads and sulus; they recite able childr r chant a s and af t lso express their thoughts through drawing and many other media. In order to nurture and promote this spontaneity in children, and encourage creativity and appreciation, early childhood teachers need to provide appropriate learning experiences and environments that include all the Arts. Opportunities that en Den to develop their aesthetics and creativity in- clude painting and drawing, threading frangipani flowers, collage, modelling with clay, moving to the beats of the ‘lali’ or ‘dholak’, socio-dramatic play, and activities in the natural environment such as nature walks and chasing butterflies during outdoor play. MAIN OUTCOME Children develop skills of observation and expression, while at the same time growing in ability to describe, interpret, appreciate, enjoy, create and reflect. 54 K I N D E R G A R T E N C U R R I C U L U M G U I D E L I N E S F O R T H E F I J I I S L A N D S D R A F T 2 ▲ Part A & B & C.indd 54 7/30/08 10:55:27 AM N a N o d a M a t a n i c i v a H u m a r e M o t i STRANDS AND SUB-STRANDS This Foundation Area of Learning and Development is divided into three strands, with a number of sub-strands: Music, movement and Art and craft Aesthetics drama Outcome: Children ex- Outcome: Children begin Outcome: Children learn plore and use a variety of to enjoy and appreciate to use their voices; they art media, and learn basic beauty in art, music and listen to and enjoy music, skills in the traditional the world around them and express themselves crafts of Fiji through music, movement and drama Music Art Aesthetics Movement and dance Craft raft Drama D Reminder: The following outcomes are guidelines only. Children are all different and develop and learn at their own rate. 55 D R A F T 2 K I N D E R G A R T E N C U R R I C U L U M G U I D E L I N E S F O R T H E F I J I I S L A N D S ▲ Part A & B & C.indd 55 7/30/08 10:55:27 AM N a N o d a M a t a n i c i v a H u m a r e M o t i Music, Movement and Drama • Music • Movement and dance • Drama By the end of Kindergarten you might expect children to… • Sing with confi dence and with a pleasant voice • Recognise and be able to sing an increasing number of children’s songs • Be familiar with a selec- tion of songs and music belonging to cultures of Fiji They might then… • • Cr C e r a e t a e t , e ,s i s n i g n g a n a d n d e n e j n o j y o y chants • Participate in singing and musical experi- • • En E j n o j y o y l ils i t s e t n e i n n i g n g t o t o a a v a v - a ences with adults and riety of music, including other children that of other cultures, and have favourite songs and • Sing and create chants music spontaneously while doing other activities • • Pl P a l y a y s i s m i p m l p e l e p e p r e c r u c s u s s i s o i n o n • rMove paft instruments, keeping in arts of their time body in time with music; e.g. clapping, • • Un U d n e d r e s r t s a t n a d n d b a b s a i s c i c m u m s u i s c i c tapping foot concepts such as loud/ By about 3 years of age, children might… • Enjoy singing, chants and other music D soft, fast/slow, high/low, • Explore and experi- rhythm, beat ment with percussion instruments • Recognise and name activities, sometimes some traditional joining in, but some- musical instruments; times just observing e.g. lali, dholak, coco- • Identify sounds in the nut clappers, derua environment • Explore sounds made by everyday items (e.g. pots and pans, spoons and forks) as well as basic percussion instruments 56 K I N D E R G A R T E N C U R R I C U L U M G U I D E L I N E S F O R T H E F I J I I S L A N D S D R A F T 2 ▲ Part A & B & C.indd 56 7/30/08 10:55:30 AM N a N o d a M a t a n i c i v a H u m a r e M o t i Music, Movement and Drama • Music • Movement and dance • Drama By the end of Kindergarten you might expect children to… • Move rhythmically, with increasing control over their bodies • Take part eagerly in crea- tive and traditional/cul- tural dances; e.g. meke, bhangras and garbhas, dressing up for the occa- sion • Listen and respond ap- propriately to the mood of music; e.g. It’s fast and makes me feel happy • • Be B g e i g n i n t o t o u s u e s e m u m s u i s c i c a n a d n d movement to express ideas and emotions •r Tak a f t They might then… • • Wa W t a c t h c h a n a d n d t a t l a k l k a b a o b u o t u t e part in movement adult dance perform- and dance, using more ances; try to copy the rhythmic and control- movements By about 3 years age, children mighD led movements • Take part in creative of and traditional/cultural t…… dances; e.g. meke, • Enjoy watching other bhangras and garbhas children and adults mov- • Watch adults perform ing and dancing, but not necessarily join in • Move to music but not necessarily to the beat or rhythm; e.g. moving fast to slow music 57 D R A F T 2 K I N D E R G A R T E N C U R R I C U L U M G U I D E L I N E S F O R T H E F I J I I S L A N D S ▲ Part A & B & C.indd 57 7/30/08 10:55:32 AM N a N o d a M a t a n i c i v a H u m a r e M o t i Music, Movement and Drama • Music • Movement and dance • Drama By the end of Kindergarten you might expect children to… • Play out more involved story lines, negotiat- ing roles with other children; the play may become more elabo- rate and continue for a longer time • Act out familiar rhymes and stories; e.g. take on roles of story book char- acter as teacher tells the story • • Us U e s e l e l s e s s s r e r a e l a ils i t s itc i c o b o j b e j c e t c s t s as symbols in their play; They might then… e.g. Hold hand to ear • Join in play started by and pretend to dial other children, or start phone; build sandcastle the play and ask and put shell on top for others to join in a satellite dish • i By about 3 years of rPlay ouaft t more • • Ma M k a e k e a n a d n d fi n fi d n d p r p o r p o s p s t o t o nvolved story lines support their play, in- with familiar charac- cluding dress-up clothes age, children might… ters; e.g. feeding baby • • Jo J i o n i n p l p a l y a y a r a e r a e s a s a n a d n d p l p a l y a y • Play simple roles, imitating familiar cha acters and routines; D doll and taking it shop- themes to extend their ping; may involve more r- play children e.g. • Pretend more with mother, father, pouring actions, language and tea, pretending to sleep; objects, including may involve 1 or 2 other using dress-up clothes children • Use real objects in a pretend way; e.g. using coconut shells or fi sh tins for pretend baking and cooking 58 K I N D E R G A R T E N C U R R I C U L U M G U I D E L I N E S F O R T H E F I J I I S L A N D S D R A F T 2 ▲ Part A & B & C.indd 58 7/30/08 10:55:35 AM N a N o d a M a t a n i c i v a H u m a r e M o t i Art and Craft • Art • Craft By the end of Kindergarten you might expect children to… • Manipulate, explore and experiment with art mate- rials, combining materials and using them in differ- ent ways; may look for items in the environment to add to their art • Move from the scribbling stage to creating draw- ings, paintings and other objects that are generally recognizable; may make decisions beforehand about what they are going to draw, paint or make • • De D s e c s r c irb i e b e a n a d n d t a t l a k l k a b a o b u o t u t their artwork and be in- terested in sharing it with By about 3 years of age, children might… raft They might then… • Manipulate, explore and experiment with others art materials, some- • • Us U e s e t h t e h i e ri r s e s n e s n e s s e s i n i n m o m r o e r e times combining mate- refi ned ways to observe rials and using them in and represent objects; • Use scribble patter they draw and expl art materials D ns as different ways e.g. observing and paint- ore • Gain more control over ing a real object their scribbling, and • • Be B e a b a l b e l e t o t o w o w r o k r k w i w tih t h • Gain increasing control name or tell a story others on small group over art materials; e.g. about what they have projects of interest to pounding, rolling, pull- made them ing apart and putting • Use art materials to together dough and express their feelings clay, tearing paper, using and emotions; e.g. crayons and paint fi nger painting • Use their whole bodies and senses to explore art materials e.g. fi nger painting 59 D R A F T 2 K I N D E R G A R T E N C U R R I C U L U M G U I D E L I N E S F O R T H E F I J I I S L A N D S ▲ Part A & B & C.indd 59 7/30/08 10:55:39 AM N a N o d a M a t a n i c i v a H u m a r e M o t i Art and Craft • Art • Craft By the end of Kindergarten you might expect children to… • Recognise and talk about local crafts, and identify what they are made from; discuss features such as colour, patterns, shapes • Observe local people producing crafts and be interested in trying They might then… these materials and • Collect, explore and techniques try to use environ- • • Us U e s e c o c c o o c n o u n t u t l e l a e v a e v s e , s , mental materials; e.g. shells, seeds and other making patterns with local materials to make shells, seeds and other art and craft; ask ques- local materials, thread- tions, explore, problem ing fl owers , leaves and solve with the materials other large objects • • Ha H v a e v e b a b s a i s c i c u n u d n e d r e s r t s a t n a d n - d • Watch adults prepar- ing and skills in weav- i er ng mat a f t erials and ing and printing using making local crafts; materials appropriate .g. stripping coconut for their level of devel- and pandanus (voivoi) opment Dleaves, weaving and • •PaPratritciicpiaptaet ei ni np rperpeaprairnign g printing cultural items for special By about 3 years of • Weave with paper occasions; e.g. thread- age, children might… strips, voivoi or coco- ing fl owers for garlands, nut leaves, with assist- making grass skirts • Become aware of local ance crafts and crafts made by their families • Prints with vegetable cuts and other objects • Use toys and learning materials made from local crafts in their play; e.g. dolls, games • Collect and explore environmental materials 60 K I N D E R G A R T E N C U R R I C U L U M G U I D E L I N E S F O R T H E F I J I I S L A N D S D R A F T 2 ▲ Part A & B & C.indd 60 7/30/08 10:55:42 AM N a N o d a M a t a n i c i v a H u m a r e M o t i Aesthetics • Aesthetics By the end of Kindergarten you might expect children to… • Notice, look for and respond to beautiful and interesting things; e.g. they may talk about what they have ob- served; if encouraged they may communicate their observations and feelings through art, music, movement • Be more responsible for keeping their living and learning environments clean, tidy and attractive They might then… • • Di D s i p s l p a l y a y w o w n o d n e d r e ,r ,c u c r u ir-i • Respond to beautiful osity and intellectual or interesting things engagement in natural by using their senses and physical properties more carefully; e.g. around them; e.g. light really looking at a and shadow, colour, raft weaving, painting or sounds, refl ection, fl ower, listening very shapes in a building carefully to a piece of By about 3 years of • • Be B g e i g n i n t o t o u s u e s e s o s m o e m e a r a t r t music or bird songs, age, children might… terms; e.g. lines, shapes, • Take notice of be ful things or featuD touching and feeling a colour, and may com- auti- feather or shell not just ment on these features res glancing at it in their own and others’ of them; e.g. touching • Help keep the environ- art and craft leaves or shells, looking ment clean, tidy and at the wings of an insect, • • Ma M y a y e x e p x r p e r s e s s s a n a n o p o i p n i i n o i n o n attractive, and contrib- imitating bird songs about a piece of art, ute to this by bringing craft or music and give a • Participate in activities fl owers or attractive simple reason for their that require them to use things to Kindergarten opinion or choice their senses; e.g. fi nger • Begin to use language painting, water and sand of beauty; e.g. nice, play pretty • Help to keep the envi- ronment clean, tidy and attractive 61 D R A F T 2 K I N D E R G A R T E N C U R R I C U L U M G U I D E L I N E S F O R T H E F I J I I S L A N D S ▲ Part A & B & C.indd 61 7/30/08 10:55:45 AM N a N o d a M a t a n i c i v a H u m a r e M o t i SPIRITUAL AND MORAL DEVELOPMENT OVERVIEW This is a significant area which includes both moral and spiritual learning and devel- opment. Spiritual development is an integral part of the Kindergarten curriculum in Fiji, where children of different cultural and religious backgrounds have opportunities to learn by sharing their experiences and practices with others. The foundations of spiritual development can be seen in young children’s response to the world around them. As they look with wonder at the world, they seek simple answers to the big questions of creation and life. Teachers support children’s spiritual development by encouraging this connection to the natural environment and by providing simple and honest answers to their questions. Spiritual development is closely linked hildren obsr to m ervin a f t oral development which is about develop- ing a sense of right and wrong; this begins to develop at about two years of age. Moral development depends on c D g good role models from teachers, caregiv- ers, parents and other members of the community. Through play and interactions, chil- dren develop an attitude of sharing, trust and care. They may also need to be taught explicitly some social rules and acceptable behaviour for use both in Kindergarten and wider community. A challenge for those working with young children is to recognise when children know right from wrong and when they can be responsible for their actions. Such knowledge and understanding of children’s development affects the way teachers and parents han- dle situations. The children in Fiji come from families of many cultures and religions. It is to be expected that their behaviour will vary according to what is accepted and prac- ticed in their families and communities. MAIN OUTCOME Children wonder about the world around them, they become aware of different beliefs and practices, and behave responsibly towards other people and the environment. 62 K I N D E R G A R T E N C U R R I C U L U M G U I D E L I N E S F O R T H E F I J I I S L A N D S D R A F T 2 ▲ Part A & B & C.indd 62 7/30/08 10:55:45 AM N a N o d a M a t a n i c i v a H u m a r e M o t i STRANDS AND SUB-STRANDS This Foundation Area of Learning and Development is divided into two strands, with several sub-strands: Spiritual awareness Moral development Outcome: Children expe- Outcome: Children rience a sense of wonder develop a sense of right and become aware of and wrong and become different beliefs and increasingly responsible practices for their actions Sense Sense of right of wonder and wrong Spiritual beliefs raft D Reminder: The following outcomes are guidelines only. Children are all different and develop and learn at their own rate. 63 D R A F T 2 K I N D E R G A R T E N C U R R I C U L U M G U I D E L I N E S F O R T H E F I J I I S L A N D S ▲ Part A & B & C.indd 63 7/30/08 10:55:45 AM N a N o d a M a t a n i c i v a H u m a r e M o t i Spiritual Awareness • Sense of wonder • Spiritual beliefs By the end of Kindergarten you might expect children to… • Explore and appreciate the beauty and diversity of creation; e.g. the col- ours of the rainbow, the wings of a butterfl y • Be aware of the cycle of life – birth, growth and death and be able to relate this to themselves, their families, their pets They might then… • • Se S e e k e k a n a d n d g i g v i e v e a g a e g - e a - p a p p r p o r - o priate explanations about • Observe and ask many life, the world around questions about the them and their place in world around them it; e.g. Where did I come • Become aware of from? By about 3 years of • age, children might… rthe neaed to trft eat the things of creation, both living and non-living, with respect and care • Use their senses to o serve and explore thiD Talk about life and death and ask for sim- b- ple explanations ngs around them • Ask “Why” questions about the world and how things have come to be 64 K I N D E R G A R T E N C U R R I C U L U M G U I D E L I N E S F O R T H E F I J I I S L A N D S D R A F T 2 ▲ Part A & B & C.indd 64 7/30/08 10:55:48 AM N a N o d a M a t a n i c i v a H u m a r e M o t i Spiritual Awareness • Sense of wonder • Spiritual beliefs By the end of Kindergarten you might expect children to… • Be aware of basic simi- larities and differences in spiritual practices; e.g. many people go to a place of worship to pray, but they may go on differ- ent days and to different places such as a temple, church or mosque • • Be B e a w a a w r a e r e o f o fs o s m o e m e o f o ft h t e h e They might then… customs and celebrations • Share basic informa- of various religions; e.g. tion on spiritual prac- Diwali, Eid, Easter and tices; e.g. places of Christmas worship their families • • Kn K o n w o w s o s m o e m e t r t a r d a i d tiito i n o a n l a l attend and cultural beliefs about • Take part in Kindergar- creation and how things By about 3 years of ten activities related to came to be; participate in age, children might… • Be aware of common religious practices such rcelaft ebrations such as retelling and dramatising Diwali, Eid, Easter and these as saying grace b meals, and behav respectfully durin times D Christmas efore • Listen and respond to e age-appropriate reli- g these gious and traditional stories told by teach- • Take part in activities ers, religious leaders related to celebrations and other members of such as Diwali, Eid, the community Easter and Christmas • Listen for a short time to age-appropriate religious and traditional stories told by teachers, religious leaders and other members of the community 65 D R A F T 2 K I N D E R G A R T E N C U R R I C U L U M G U I D E L I N E S F O R T H E F I J I I S L A N D S ▲ Part A & B & C.indd 65 7/30/08 10:55:52 AM N a N o d a M a t a n i c i v a H u m a r e M o t i Moral Development • Sense of right and wrong By the end of Kindergarten you might expect children to… • Be aware of things that are always wrong in their culture (e.g. hitting, steal- ing) but know that other things can be negotiated; e.g. packing away their toys; may identify good and bad characters in stories on this basis • Know when they have wronged someone and, They might then… sometimes with prompt- • Follow reasonable in- ing, apologise for their structions and respond wrong doing and try to positively to others make amends most of the time • • r Show r childre and w somet a espect ff t • Talk about fair and unfair or other behaviour and relate this n’s property to their lives and to char- ork; e.g. ask for acters in a story hing before tak- By about 3 years of age, children might D • Behave responsibly ing it towards other people and Begin to recognise the environment without what they have done always being reminded wrong when corrected • Begin to understand civic by an adult responsibility and partici- … • Talk about right and pate in age-appropriate wrong behaviour in activities that are for the • Follow rules and social story characters good of the community conventions, and gener- ally want to do the right • Show affection and thing (regardless of the care towards other motive) children and animals especially if they are • Give simple answers if upset or injured asked what it means to be good or bad • With support, begin to care for others and their environment 66 K I N D E R G A R T E N C U R R I C U L U M G U I D E L I N E S F O R T H E F I J I I S L A N D S D R A F T 2 ▲ Part A & B & C.indd 66 7/30/08 10:55:54 AM N a N o d a M a t a n i c i v a H u m a r e M o t i PART C Applying the curriculum raft D 67 D R A F T 2 K I N D E R G A R T E N C U R R I C U L U M G U I D E L I N E S F O R T H E F I J I I S L A N D S ▲ Part A & B & C.indd 67 7/30/08 10:55:55 AM N a N o d a M a t a n i c i v a H u m a r e M o t i 5 LEARNING ENVIRONMENTS Ni sa bula! Namaste! Welcome! Walking into an early childhood centre should be an experience of wonder and de- light. The environment should be filled with the sounds of young children talk- ing, laughing and learning. Their learning should be reflected everywhere you look – on the walls, hanging from the ceiling, and in many different displays. The diversity of the children and families should also be obvious from the moment you step in the door – if not before. Here you should see the faces of the children in many photographs, and evi- dence of their various cultural backgrounds. The organisation of the environment is an important aspect of any early childhood pro- gramme and conveys strong messages about the teacher and the programme. A space that is attractive, cheerful, orderly, and fi ent conve r lled wiath inteft resting objects conveys the message that the teacher values children’s learning and knows how to support it. Teachers who are aware of the power of the environment are also able to arrange indoor and outdoor spaces to convey the messages they want children to receive. For example, putting lots of print around the environmDys important messages to children about reading and writing. This indirect way of teaching is very effective with young children. 68 K I N D E R G A R T E N C U R R I C U L U M G U I D E L I N E S F O R T H E F I J I I S L A N D S D R A F T 2 ▲ Part A & B & C.indd 68 7/30/08 10:55:56 AM N a N o d a M a t a n i c i v a H u m a r e M o t i Environments for young children need to be flexible and to adapt to children’s changing needs, providing new challenges as they grow and develop. In a Kindergarten, children are at varying stages of development, so the environment needs to cater for a wide range of developmental levels. Observations of individual children, and participation in their play and learning, help teachers to evaluate each child’s needs, strengths, and inter- ests, and to respond by arranging the environment in ways that meet these demands. Children need a predictable and familiar environment, as well as a variety of new experi- ences. Environments for young children should be stable places where there are familiar objects and people, and where at least some things remain constant. This is supported when teachers include familiar objects, languages, songs, stories and foods from chil- dren’s homes. Through the environments we provide we demonstrate our beliefs about young children and their learning. If we believe children are competent explorers, imaginative thinkers, creative problem solvers and able to see the wonder and beauty within nature and the environment, then we must give them learning environments that allow them to make decisions, express themselves, make discoveries, pose questions, be curious, and work collaboratively with others. Health and safety Having a clean, healthy and safe en he primary r viron conc a ment shf t ould be a priority for the Kindergarten Management and teacher. Although spills, scrapes, cuts and bruises are part of child- hood, parents and guardians should not entrust their child to a setting that does not view the child’s well-being as t D ern. The Fiji Early Childhood Care, Development and Education (ECCDE) policy sets out health and safety requirements for Kindergartens. These relate to essentials such as space, toilet facilities and access to water. Young children need sufficient space to move around freely and to explore using their whole bodies. They need a variety of spaces in which they can play and learn both alone and together. Small, crowded Kindergarten buildings can impose a lot of stress on both the children and the teacher, and certainly restrict the children’s learning. While the Management and teacher are responsible for children’s health and safety, chil- dren must also learn health and safety practices. These are identified in the FALD Physi- cal Development, Health and Well-being; for example, children should learn to: • Use the toilet correctly • Wash their hands before eating • Wash their hands after going to the toilet • Brush their teeth after meals • Keep their hair clean by washing and brushing it regularly • Keep their fingernails short • Use a handkerchief to blow their nose 69 D R A F T 2 K I N D E R G A R T E N C U R R I C U L U M G U I D E L I N E S F O R T H E F I J I I S L A N D S ▲ Part A & B & C.indd 69 7/30/08 10:55:56 AM N a N o d a M a t a n i c i v a H u m a r e M o t i • Wear clean clothes all the time • Drink clean water • Keep their surroundings clean Children learn health and safety practices largely through observing and copying the adults around them. Teachers must therefore model good practices and share important information on health and safety issues with families. Kindergartens should have the resources and know-how to offer experiences that chal- lenge and teach children within safe environments. The equipment and materials in a group setting and the type of activities occurring during the course of a day can present risks if planning is not done carefully. Kindergarten teachers should check and reflect continually on the safety of the environment: Is it free of hazards that are likely to cause accidents from falling objects, burns, fires, poisoning, choking, cuts and so on? Does the outdoor equipment have soft material such as sand or bark chips underneath it to lessen the injury if a child falls? Children are major instruments in their own protection. From birth on, children begin learning how to protect themselves to the limit of their judgment. For example, very young children in a group setting such as day care learn how to avoid some threatening social situations and how to handle new physical challenges. As they grow older, most children acquire a sense of what they can and cannot do, often through trial and error. Fortunately, when children are doing s dered timer omet a hing th f t ey know to be risky, they are usually more alert. Some children, of course, have poor judgment or are extremely impulsive or are extreme risk takers. They are usually easily identifiable, and teachers need to observe them carefully. Children’s settings require or D and space – space that supports the programme goals and outcomes while offering a safe, healthy, pleasant place in which to live and work for all those who share it. What is needed is a planned environment, rich enough to challenge, but not so complex as to frustrate. The task of a young child is to make the world sensible, to construct or discover the properties, patterns, relationships that exist in the world and figure out where he/she fits in. The early childhood teacher’s responsi- bility is to provide a setting where a group of energetic, individual children go about this task and where all learn to live with the daily challenges. Storage How teachers organise and present equipment and resources influence children’s learn- ing in many ways. Consider the messages children get if books and puzzles are all thrown in a box, or if posters are torn and dirty or left on the wall all year. Resources currently being used in the programme need to be presented attractively, and those not being used should be stored in a place which is clean and well-organised. 70 K I N D E R G A R T E N C U R R I C U L U M G U I D E L I N E S F O R T H E F I J I I S L A N D S D R A F T 2 ▲ Part A & B & C.indd 70 7/30/08 10:55:56 AM N a N o d a M a t a n i c i v a H u m a r e M o t i Good storage allows a teacher to: • Maximize the use of resources. If you cannot find it, you cannot use it. If it is hard to get or is far away, you will not use it very often. • Accumulate resources. If you cannot store it, you cannot keep it. At the same time, keeping junk that may never be used distracts from useful junk. If it has not been used for a year or two, it probably never will be used. Throw it away! • Teach children about relations between things. If you cannot organise things in a way that children understand, you cannot expect the children to maintain an order. • Teach children to take responsibility for things. For example, a well organised book display demonstrates respect for books. Children need access to a wide variety of materials, and should be encouraged to choose and put away materials themselves. The materials should be organised and displayed attractively; e.g. baskets and other attractive containers for collage materials. The mate- rials and their organisation can encourage children to think, solve problems, and make decisions. Some suggestions for organising and presenting materials: • Locate the materials close to where they will be used. When things are nearby, children make more use of t rom natur r hem • Use containers that hold the contea nts co f t mfortably and clearly display the contents • Use containers that are aesthetically pleasing; e.g. baskets, and other containers made fDal materials • Organise the materials in a way that is clear and understandable to the children • Ensure all materials are safe and clean • Label materials with words and symbols so that children can find and return things independently. In this way children will learn to ‘read’ the symbols, and learn that print has meaning • Arrange materials on open shelves at child height. Shelves can be made from many local materials. Room arrangement When thinking about arranging space, it is helpful first of all to identify the kinds of be- haviour we want from the children. For example, if we believe that children learn through talking and interacting with other children and adults, then the environment should be set up to encourage interaction. Most teachers want to discourage noisy, disruptive be- haviour such as running, jumping and yelling. One way to do this is to break up the learn- ing environment. Various materials can be used for this purpose. A series of low shelves or screens allows adults to have a clear view of the whole room while also dividing the room into various learning spaces. Pot plants (not poisonous) and colourful pieces of fabric are other alternatives for screens. Because they can be moved easily, they also 71 D R A F T 2 K I N D E R G A R T E N C U R R I C U L U M G U I D E L I N E S F O R T H E F I J I I S L A N D S ▲ Part A & B & C.indd 71 7/30/08 10:55:57 AM N a N o d a M a t a n i c i v a H u m a r e M o t i arranged ar a f t allow for flexible use of the space. This is important as classroom organisation should be flexible, and the room re- Dnd re-organised every now and then. It needs to respond to the changing interests of the children. Young children need the time, space and freedom to develop creativity and problem solving skills; this at times may mean that the environment seems chaotic rather than orderly. Kindergartens should be places where children, particularly those under five, can explore, using all their senses and their whole bodies. This means that the environ- ment needs to be rich in sensory experiences, and have a variety of spaces for children to move in and through, places to be together and quiet places to be alone. Special learning areas include those for dramatic play, blocks, painting and other art activities, science, and music. These should be available every day as children build on their skills and their knowledge when they revisit equipment and resources regularly. As children become familiar with these areas and where the resources are stored, they become independent in managing their learning. They are able to get their own materi- als, and, at pack up time, help return the equipment and resources to their correct place, ready for the next session. Children of all ages respond well to an environment where the adults have taken the time and the trouble to consider what might interest or motivate them. In a well-organised 72 K I N D E R G A R T E N C U R R I C U L U M G U I D E L I N E S F O R T H E F I J I I S L A N D S D R A F T 2 ▲ Part A & B & C.indd 72 7/30/08 10:56:01 AM N a N o d a M a t a n i c i v a H u m a r e M o t i environment, children soon learn that everything has its place. Furthermore, children and adults relate to the environment if they are empowered to make choices, move about freely, enjoy and feel a sense of ownership and pride in the organisation and presenta- tion of the resources and equipment. discover t r a f t Learning outdoors Freedom to explore and Dheir capabilities outdoors enables children to solve problems and develop self-awareness and self-confidence. This applies to all areas of learning and development, not just physical development. Fiji abounds in natural ma- terials that can be used to create learning resources and wonderful outdoor learning spaces. These resources are far more culturally appropriate than many of the commercial resources available in the shops or catalogues. Money is better spent on renewable re- sources such as paints and crayons, and on good quality resources that cannot easily be found locally; for example, books, blocks, picture sets. Teachers can plan learning experiences outdoors for most areas of learning and devel- opment. For example, books, puzzles or blocks can be put on a mat on the verandah or in another shady spot outside, home or other dramatic play areas can be set up outside, as well as many art activities. The teachers below provide some examples: 73 D R A F T 2 K I N D E R G A R T E N C U R R I C U L U M G U I D E L I N E S F O R T H E F I J I I S L A N D S ▲ Part A & B & C.indd 73 7/30/08 10:56:02 AM N a N o d a M a t a n i c i v a H u m a r e M o t i As children gain control over their movements and bal- ance, they test their skills and strength in a variety of situa- tions. In Kindergartens, safe and challenging outdoor environments are needed to provide for all types of phys- ical development; for exam- ple, balancing, throwing and catching, running, swinging. The equipment and materi- als should be challenging and plentiful enough to of- fer children of all abilities a choice of activities. This equipment does not An outdoor music experience with a small group of children have to be expensive. Even in urban areas, there is huge potential to create exciting natural play spaces. Spaces where children are connect- ed to nature are important for children’s overall learning and development. These of- fer many more learning op- portunities than the metal play equipment found in many playgrounds. At the same time, fixed equipment such as a climb- Using natural materials to sort and play outdoors ing frame can be combined effectively with natural materials from the local environment. Natural materials such as logs, rocks, and stones add inexpensive design features to a play area; for example, big rocks and stones for seating, logs and trees for climbing. Home-made toys can also be made from natural or recycled material. For example: • Wood Cable r en bo a xes andf t large cardboard cartons can be used for cubbies indoors and outdoors; they are also ideal in sandpits for stoves, refrigerators, table tops etc... • Dreels and reel centres can be covered with cloth for table tops and cubbies; they can be used in conjunction with climbing equipment and can be used with timber planks (e.g. to make bridges in sandpits). 74 K I N D E R G A R T E N C U R R I C U L U M G U I D E L I N E S F O R T H E F I J I I S L A N D S D R A F T 2 ▲ Part A & B & C.indd 74 7/30/08 10:56:03 AM N a N o d a M a t a n i c i v a H u m a r e M o t i • Old tyres can be used to hold basins of sand and water; they can be joined in a fixed way to make tunnels or obstacle courses. • Gardening can be provided as a real-life experience with strong, good quality tools for both children and adults. This can include collecting and using fresh seeds, growing seedlings and bulbs. Gardening can involve composting and making garden beds in the playground. Gardening flows naturally into cooking experiences and related literacy and numeracy learning. , but challeng r a f t Fixed equipment should be safe Ding. It should encourage children to use their bodies and imaginations in many different ways. Wooden equipment is more flexible than metal equipment, and allows for creative additions, such as the rope net seen in this picture. This equipment would be safer if it had soft material such as wood chips underneath it. Creating a playground using local materials and resources can be an exciting way to involve families and the community in the Kindergarten. The enthusiasm of the teacher with support from the Management can make it happen. Children too will enjoy being involved in making decisions about their learning environment, and being involved in real-life experiences such as digging a water way, making a garden, or creating secret childhood places. 75 D R A F T 2 K I N D E R G A R T E N C U R R I C U L U M G U I D E L I N E S F O R T H E F I J I I S L A N D S ▲ Part A & B & C.indd 75 7/30/08 10:56:03 AM N a N o d a M a t a n i c i v a H u m a r e M o t i raft Families and the community can be involved in creating outdoor play areas from local materials. This photo shows a sand pit under construction. D 76 K I N D E R G A R T E N C U R R I C U L U M G U I D E L I N E S F O R T H E F I J I I S L A N D S D R A F T 2 ▲ Part A & B & C.indd 76 7/30/08 10:56:04 AM N a N o d a M a t a n i c i v a H u m a r e M o t i 6 PLANNING AND REFLECTION Learning in Kindergarten Some of the most exciting learning in a Kindergarten comes from spontaneous inci- dents that attract the children’s attention – the hairy caterpillar crawling up a tree, a broken water pipe, or something that happened on the way to Kindergarten. These events are rich learning opportunities if the teacher can capture the moment and extend it. There is no intention to replace these wonderful teachable moments with a fixed cur- riculum. While planning in Kindergarten is important, the curriculum should be flexible and teachers always ready to follow children’s interests. Na Noda Mataniciva does not prescribe what to teach. It is best to think of it as a map to guide teachers in planning and making decisions about children’s learning and develop- ment. Many Kindergarten teachers a ers a fram r re alreaady doft ing what is suggested in the curriculum guidelines. They are observing children and planning with children’s needs and interests in mind. They are modeling good practices and interacting regularly and positively with families. Na Noda Mataniciva off Dework within which teachers can plan programmes for the children in their care. Through the outcomes, it identifies appropriate content for a Kindergarten programme – i.e. the knowledge, skills and attitudes that should be addressed in Kindergarten. This content is not just about academic learning. It includes all areas of learning and development – physical, social, emotional, cognitive, language, creative and spiritual. The guidelines also address other factors that need to be consid- ered when planning an early childhood curriculum. As mentioned in Part A, there are 5 components of an effective Kindergarten curriculum, and all should be taken into con- sideration when planning: • Learning environments • Relationships • The 6 Foundation Areas of Learning and Development • Teaching and caring practices • Monitoring and assessment 77 D R A F T 2 K I N D E R G A R T E N C U R R I C U L U M G U I D E L I N E S F O R T H E F I J I I S L A N D S ▲ Part A & B & C.indd 77 7/30/08 10:56:04 AM N a N o d a M a t a n i c i v a H u m a r e M o t i Teachers will decide how to deliver the content to their children; i.e. the learning expe- riences and teaching strategies they will use, and the ways they will monitor children’s learning and development. No two programmes will be exactly alike as each programme should match the needs of the children, and the context within which the programme operates. Furthermore, within any Kindergarten programme there is likely to be wide variation in the ages, backgrounds and needs of the children. Teachers require a rep- ertoire of strategies if they are to support the learning and development of each child. Nevertheless, the approaches used should be underpinned by the 5 guiding principles outlined in this document - Relationships, Culture and Spiritual Awareness, Caring and Respect, Inclusiveness, and Child-Centred Learning. raft D The story behind the picture! Fineisi’s friend, M, got very sick and was taken to hospital. The children at her kindergarten were told that she got sick because she played in dirty water. Fineisi became very interested in all of this and declared that she was going to be a doctor. The teacher responded to this interest by organising many learning experiences. One of the experiences was to set up a light box with an X-ray. In the photo, Fineisi is using the X-ray to tell a story about her friend, M. 1. The term ‘theme’ has been used widely in Fiji. To encourage a more child-centred, active approach, the curriculum guidelines use the term ‘topic’ or ‘topic of inquiry’. 78 K I N D E R G A R T E N C U R R I C U L U M G U I D E L I N E S F O R T H E F I J I I S L A N D S D R A F T 2 ▲ Part A & B & C.indd 78 7/30/08 10:56:05 AM N a N o d a M a t a n i c i v a H u m a r e M o t i The Kindergarten day Most Kindergarten programmes use a combination of free-choice time and group time – preferably both small groups and the whole group. Whole group times should be short; for example, a short time together at the beginning and end of the session, or before morning tea. Behaviour problems often occur when group times are too long or uninteresting. During Activity time children should be free to choose their activities, although some children will need direction and support. Rotational activities are not recommended. If there are two teachers, it is desirable that children have access to both indoor and outdoor activities during Activity time. With only one teacher, this is not pos- sible and different periods for indoor and outdoor activities are necessary. Even so, it may be possible to set up some activities on the verandah during ‘indoor’ time. Below is one example of a Kindergarten routine: 8.15–8.30 Arrival As they arrive children put away their bags and go to activities such as play dough, blocks, library, puzzles. The teacher may confine this to one or a few activities; e.g. children have to go to the library or to a table with writing/drawing materials. 8.30–8.50 Whole group Time for some action and games, devotion, counting who is her today, talking together, perhaps a story. Then planning for the day: the teacher tel s the children about any special experi- ences or activities that have been organised for the day, and asks them to think about what they wil do today. They might talk about this together 8.50–10.00 Activity time raor witft h their friends. This is a good time to remind children about simple rules for behaviour; doing this regularly wil help prevent behaviour prob- lems. D Children choose from a range of activities avail- able and move freely from one activity to another. During this time the teacher may cal aside one or a few children for individual or smal group work. Ideal y children wil have access to learning areas set up both indoors and outdoors (at least on the verandah) 10.00–10.10 Pack away Everyone is involved! 10.10–10.30 Snack 10.30–11.00 Whole group or smal groups Stories, language, music, movement or other group activities 11.00–11.40 Outdoors Large muscle activities and movement. If children have had access to the outdoors during Activity time, this time might also be used for Movement and Music. It can even be an extension of the earlier Activity period. 11.40–12.00 Whole group Sharing what we did today and planning for tomorrow. May be better done in smal groups if numbers are large. 12.00 Home time 79 D R A F T 2 K I N D E R G A R T E N C U R R I C U L U M G U I D E L I N E S F O R T H E F I J I I S L A N D S ▲ Part A & B & C.indd 79 7/30/08 10:56:05 AM N a N o d a M a t a n i c i v a H u m a r e M o t i Helping children become independent learners One way to offer a flexible programme, while still putting some structure into the day, is to use a learning cycle approach. This can be used with the whole group, or with indi- vidual children who are ready to work this way. This approach is also referred to as Plan – Do – Review. It may be used in a very basic way at first, but if used consistently, it will help children to take some responsibility for their learning and to reflect on it. It is a very empowering and proven curriculum model that has been used effectively in early child- hood programmes around the world. PLAN In the planning stage, children decide what they will do today. This may be just the area they will play in first, or one activity they will do. The teacher keeps a record of these choices. As children become more competent, they learn how to keep their own records. raft REVIEW / REFLECT DO Children come together in smalD l After making a decision, or plan, groups to share what they have done, about what they will do, children made or learned in relation to their engage with the activity or materials. plan. This will be at a very simple level They then move onto other materi- at first, but over time children can als or learning experiences that are learn to ask questions of each other available. and plan for future learning. Groups must be kept small for Review to be effective. Teach parents and other helpers how to guide the discussion. 80 K I N D E R G A R T E N C U R R I C U L U M G U I D E L I N E S F O R T H E F I J I I S L A N D S D R A F T 2 ▲ Part A & B & C.indd 80 7/30/08 10:56:05 AM N a N o d a M a t a n i c i v a H u m a r e M o t i Transitions and routines A day in any early childhood programme is marked by many transitions and routines, such as eating, toileting, packing away, moving from whole group to individual activi- ties. These provide opportunities for both planned learning experiences and incidental learning. Teachers should use these moments for meaningful and enjoyable experiences – songs, games, and other collaborative activities. Having a repertoire of transition activi- ties is important. Planning for Learning Different levels of planning It is helpful to think of planning as occurring at three different levels: long-term, mid-term and short-term: Long-term planning Long-term planning is something that generally occurs at the beginning of the year. It has little to do with individual children, and more to do with the teacher setting broad goals for what s/he hopes to achieve through the year. For example, at this time the teacher might plan how to involve families more effectively, or reflect on how to plan bet- ter for individual children, or how t ude strate r o impr a ove th f t e outdoor learning environment. Many Head Teachers also have expectations at this stage for teachers’ annual plans. At this time of the year, when Kindergarten teachers do not know their children, they should be wary of providing details of the children’s programme beyond very general goals. Long term planning should incl Dgies for achieving the goals identified. For example, if a goal is to provide better for outdoor play, then the teacher needs to identify the strat- egies or steps s/he will take to achieve this goal. Mid-term planning Mid-term planning is what teachers do when they plan themes1, topics or projects. Although these topics or projects will integrate all FALD, there may be a particu- lar focus on one or more FALD or on a particular component of the curriculum (e.g. the outdoor environment). Many teachers decide on these topics or themes at the beginning of the term. While this may be necessary for gathering resources, top- ics should remain flexible to allow input from children and responses to their emerging interests (see later in this section for more information on topics). Short-term planning In Kindergarten, this is usually the weekly planning, but should include daily reflection and changes to the weekly plan (e.g. the teacher noticed some children ‘digging for treasure’ today, so she decides to hide some ‘treasure’ in the sand pit tomorrow). Short- 81 D R A F T 2 K I N D E R G A R T E N C U R R I C U L U M G U I D E L I N E S F O R T H E F I J I I S L A N D S ▲ Part A & B & C.indd 81 7/30/08 10:56:06 AM N a N o d a M a t a n i c i v a H u m a r e M o t i term planning is very focused on responding to individual children, as well as to the emerging needs and interests of the group. The daily reflections guide planning for the following week. If a topic is being explored, the teacher integrates learning experiences related to the topic into the weekly and daily plans. Not everything that happens through the week or day can be linked to the topic. Regular learning centres such as water, blocks and library should always be available but may or may not be part of the topic. There may also be weeks when there is no topic, just a range of interesting and challenging learning experi- ences and resources. Likewise, there may be weeks when there is more than one topic. Using Outcomes Think of learning as a journey. Outcomes are the destinations, and the learning experiences that you provide are the various pathways and means by which children reach those destinations. There can be many different pathways to the same destination. When you embark on a journey, obviously you need to know your destination. Likewise, teachers need to know the destinations for children’s learning and development. These destina- tions, or Outcomes, are identified in the 6 FALD. Teachers need to become familiar with these, and use them when planning their programmes. Unpacking Outcomes Unpacking an Outcome means pulling and in Na r it apa a rt so yo f t u understand what it is that children need to know and be able to do to achieve the Outcome. This helps teachers to be more focused and to plan and sequence learning experiences that help children achieve the Outcome. Each FALD sub-strDNoda Mataniciva has three levels of Outcomes to cater for children across the broad age range of 3 to 6 years. Teachers can use Outcomes from any of the levels (columns), whichever is more appropriate for the developmental levels of their children. Many teachers of 4 to 5 year olds are likely to use the Outcomes in level 3 (3rd column) for most of their children; they would use the other two levels for very young children or for those children needing additional support. Following is a process for unpacking Outcomes: Step 1: Identify the sub-strand that matches the needs and interests of the children (your ongoing monitoring and assessment of the children should guide you in this) • Find the appropriate FALD • Select a strand from that FALD • Select a sub-strand 82 K I N D E R G A R T E N C U R R I C U L U M G U I D E L I N E S F O R T H E F I J I I S L A N D S D R A F T 2 ▲ Part A & B & C.indd 82 7/30/08 10:56:06 AM N a N o d a M a t a n i c i v a H u m a r e M o t i Example FALD Aesthetics, Creativity and the Arts Strand Art and Craft Sub-strand Art Step 2: Identify an Outcome from the sub-strand • Read the Outcomes for the selected sub-strand • Select the Outcome that relates to the concepts, skills or attitudes on which you want to focus Example FALD Aesthetics, Creativity and the Arts Strand Art and Craft Sub-strand Art Outcome Describe and talk about their artwork, and be interested in sharing it with others Step 3: Unpack the Outcome • Underline all the verbs and other key words in the Outcome Example FALD Aesthetics, Creativity and the Arts Strand raArt anft d Craft Sub-strand Art Outcome Describe and talk about their artwork, and be interested in sharing it with others Verbs used in the Outcome • Look at all the ver D describe, talk about, sharing Other key words artwork, interested, others Step 4: Identify what the child might be able to do if they have achieved this Outcome bs and key words and identify what you might expect to see a child do Example FALD Aesthetics, Creativity and the Arts Strand Art and Craft Sub-strand Art Outcome Describe and talk about their artwork, and be interested in sharing it with others Verbs used in the Outcome describe, talk about, sharing Other key words artwork, interested, others What you might expect to see a child to • Talk to the teacher and other children about their drawings, painting etc • Use words that describe their drawings, paintings etc 83 D R A F T 2 K I N D E R G A R T E N C U R R I C U L U M G U I D E L I N E S F O R T H E F I J I I S L A N D S ▲ Part A & B & C.indd 83 7/30/08 10:56:06 AM N a N o d a M a t a n i c i v a H u m a r e M o t i Step 5: Think of learning experiences • Think of learning experiences that will help children achieve the Outcome • Sequence the learning experiences, from easy to more challenging Example FALD Aesthetics, Creativity and the Arts Strand Art and Craft Sub-strand Art Outcome Describe and talk about their artwork, and be interested in sharing it with others Verbs used in the Outcome describe, talk about, sharing Other key words artwork, interested, others What you might expect to see a child to • Talk to the teacher and other children about their drawngs, painting etc • Use words that describe their drawings, paintings etc Learning experiences NOTE: These are examples only. The learning experiences will vary according to your chil- dren and the context of the Kindergarten (e.g. whether you are in an urban area, or on an island or in an interior village). Try to sequence rt•ahe learnift ng experiences from simple to more challenging. • Daily painting, drawing & other art activities D Meaningful talk to children about their art when- ever the opportunity arises • Use children’s art to extend colour concepts and words, and other art vocabulary such as ‘light’, ‘dark’, ‘lines’ • Share artwork in group time • Use adult and child art for talks – e.g. paintings, drawings, weaving, prints • Plan an art exhibition and invite everyone! 84 K I N D E R G A R T E N C U R R I C U L U M G U I D E L I N E S F O R T H E F I J I I S L A N D S D R A F T 2 ▲ Part A & B & C.indd 84 7/30/08 10:56:07 AM N a N o d a M a t a n i c i v a H u m a r e M o t i Weekly planning It is not necessary in a Kindergarten to change learning areas each day, or even each week. Young children need time to explore materials and to engage in purposeful play. Changing resources and activities daily can prevent this from happening. Teachers need to plan and set up the indoor and outdoor environments carefully, ensuring that they are rich with learning opportunities. Each day they observe the children using the materials, interact with the children, perhaps challenge them to use the materials differently; they then add and remove materials as required. Generous time for child-initiated play and learning is complemented by well-planned group times and the many opportunities for incidental teaching that occur through a Kindergarten day. A full-size copy of the following weekly planning framework is included in the Appen- dix. When using this framework, teachers should first identify and write down FALD out- comes for the week, including outcomes for individual children. They should unpack the outcomes then fill in experiences and resources for the various learning centres and group experiences for each day. These are teacher-directed times with the whole group or small groups of children. When deciding on what learning experiences and resources to include, teachers draw on children’s interests and on ideas generated while mapping any topics being explored. Although teachers will complete only one plan a week, they will make changes and ad- ditions each day based on reflections art the aend offt the day. There is also a space for information on individual children. Teachers are encouraged to take this framework and adapt it to suit their own contexts and resources. D 85 D R A F T 2 K I N D E R G A R T E N C U R R I C U L U M G U I D E L I N E S F O R T H E F I J I I S L A N D S ▲ Part A & B & C.indd 85 7/30/08 10:56:07 AM N a N o d a M a t a n i c i v a H u m a r e M o t i SAMPLE WEEKLY PLANNING FRAMEWORK 2 (page 1 of 3) Date: BLOCKS TOPICS OF INQUIRY LANGUAGE & LITERACY ART KEY FALD OUTCOMES INVESTIGATIONS IN MATHS & SCIENCE MUSIC & MOVEMENT DRAMATIC PLAY GAMES & PUZZLES FOCUS CHILDREN WATER, SAND AND OTHER SENSORY EXPERIENCES SAMPLE WEEKLY PLANNING FRAMEWORK (page 2 of 3) Date: PHYSICAL DEVELOPMENT, HEALTH & SAFETY INVOLVEMENT OF FAMILIES AND THE COMMUNITY MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY Large group experiences Small group experiences raft D REFLECTION (page 3 of 3) WHAT WORKED WHAT NEEDS CHANGING INDIVDUAL CHILDREN FOLLOW-UP 2 Adapted from G. Gronlund (2003). Focused early learning: A planning framework for teaching young children. St. Paul MN: Redleaf Press. 86 K I N D E R G A R T E N C U R R I C U L U M G U I D E L I N E S F O R T H E F I J I I S L A N D S D R A F T 2 ▲ Part A & B & C.indd 86 7/30/08 10:56:07 AM N a N o d a M a t a n i c i v a H u m a r e M o t i Exploring topics Most Kindergarten teachers in Fiji plan around themes. In the curriculum guidelines the term ‘topic of inquiry’ is used instead of ‘theme’. The term ‘project’ is also commonly used in early childhood. Topics of inquiry or projects involve children in active learn- ing and exploration as they investigate topics of interest to them. This is quite different from the passive role children may play in a teacher-driven theme. If topics are chosen carefully, they are an effective way of providing an integrated, child-centred curriculum. Below are some suggestions for selecting and developing topics, and linking them to the Foundation Areas of Learning and Development. Step 1: Identify and unpack key outcomes (those you want to focus on) Step 2: Select a topic Topics can be initiated by the teacher or emerge from the children’s interests; for example: • Observe and listen to the children to identify their interests; • Identify topics that link to children’s daily lives, and that allow connections to families and the community; • The teacher might select a topic from a community calendar that has been prepared at the beginning of the year (see below); • The teacher might choose a topic that allows a focus on specific Outcomes that s/he believes are important at the time; • Choose topics that have potential for developing and integrating Outcomes across the FALD, topics that extend children’s thinking, and that allow for exploration and investigation. Avoid topics that are insignificant and superficial. Involve children in the choice • Let children suggest topics (e.g. ask ‘Wh garten chil r at wo dren c a f t uld you like to learn about this week?’) With practice, Kinder D an participate well in this approach; • If there are several choices, allow children to vote on their choices (think of the learning involved in this process. If at first children are reluctant or unable to suggest ideas, the teacher can provide some choices, and children can vote on these); • Do a web with the children on the chosen topic to find out what they already know about the topic; 87 D R A F T 2 K I N D E R G A R T E N C U R R I C U L U M G U I D E L I N E S F O R T H E F I J I I S L A N D S ▲ Part A & B & C.indd 87 7/30/08 10:56:07 AM N a N o d a M a t a n i c i v a H u m a r e M o t i • With older children, you can also ask what they want to find out. Write their ideas on the web or write their questons underneath. Below is what happened when one Knidergarten teacher tried this ap- proach: Monday morning in Rakiraki This topic began on Friday when we discussed three topics: • Leaves • Farm animals • Birds As there were two teachers doing their practical attachment they helped in the discussions. After this, children were asked to raise their hands if they wanted to learn about the topic mentioned. The results were: • Leaves – 14 children • Farm animals – 7 children • Birds – 4 children On Friday before they went h - coconut r ome I r leave a emind f t ed them what to bring on Monday morning: Navolau children (4) - voivoi Rakiraki children (4)D s Nagoro children (3) – leaves of different shapes Town children (7) – leaves that provide food Nadovi children (2) – leaves for medicine Wairuku children (2) – leaves used for art/decoration This morning was a very interesting morning. The children came with bags of leaves. A boy from Navolau brought a few sasa broom sticks with voivoi and asked the teacher, ‘Make my broom and mat for me’. An Indo-Fijian boy from Nagoro brought a bag of mango leaves and sand to hang on our door. This is what they usually see at home – hanging mango leaves on the doors is a belief. We talked about the different leaves and what we know about them. I wrote this like a web on the newsprint. Then I asked the children what they would like to find out. 88 K I N D E R G A R T E N C U R R I C U L U M G U I D E L I N E S F O R T H E F I J I I S L A N D S D R A F T 2 ▲ Part A & B & C.indd 88 7/30/08 10:56:08 AM N a N o d a M a t a n i c i v a H u m a r e M o t i They grow on trees Some fall off the trees They grow in the garden They look different Some are big and They’re green some are little We can eat them My grandmother makes medicine with them People make mats and things Last time we put some paint on the leaves That afternoon I used the children’s ideas to make another web, brainstorm- ing ideas for learning experiences. I thought about FALD Outcomes that I wanted to focus on and made a plan for 2 weeks. I have written the plan on newsprint and pinned it on the notice board so that parents can add ideas and feel welcome to come to Kin c rdergaraten anft d get actively involved with their children. Litiana Step 3: Investigate the topi The teacher takes the web d D one with the children and develops it further, writing down the selected Outcomes for the whole group and for individual children. The teacher thinks of learning experiences that relate to the desired Outcomes, and teaching strategies and resources s/he will use. Step 4: Make a weekly plan Transfer outcomes, learning experiences and other important information from the web to a weekly plan. You may have enough learning experiences on the web for several weeks. Continue it if the children remain interested. Putting the web on the notice board or wall is a good idea. This way, the teacher and children can use it to reflect on their learning and to plan further learning experiences. A topic that engages Kindergarten children this way may continue for many weeks. Mini topics may develop from it. For example, some of the children in Litiana’s Kindergarten were interested in investigating birds and farm animals. A wise teacher will keep these 89 D R A F T 2 K I N D E R G A R T E N C U R R I C U L U M G U I D E L I N E S F O R T H E F I J I I S L A N D S ▲ Part A & B & C.indd 89 7/30/08 10:56:08 AM N a N o d a M a t a n i c i v a H u m a r e M o t i interests in mind and think of ways to integrate them into the main topic – leaves. For example, some farm animals eat leaves, some leaves are poisonous for animals; birds use leaves for their nests, and get food from leaves. Opportunities for family and community participation should be explored for all top- ics. A real-life experience in the community is a good way to begin exploring many topics. In the above example, Litiana has made a strong connection to the families and communities of her children by inviting the children to bring leaves from home. Below you can see how Litiana took the web she did with the children, expanded it, and then linked it to FALD Outcomes: raft D 90 K I N D E R G A R T E N C U R R I C U L U M G U I D E L I N E S F O R T H E F I J I I S L A N D S D R A F T 2 ▲ Part A & B & C.indd 90 7/30/08 10:56:09 AM N a N o d a M a t a n i c i v a H u m a r e M o t i Step 5: Celebrate the learning If a topic has truly engaged children, then celebrating and sharing their learning at the conclusion of the topic is important. There are many ways that this can be done; for ex- ample, a morning tea, a display at the Kindergarten, school or somewhere else in the community, a meke or another cultural event. Using a community calendar to plan A community calendar is a long-term planning device that provides a rich source of ideas around which mid- and short-term planning can be organised. This approach ensures a culturally-relevant curriculum and offers many opportunities for the inclusion of families and the community. Their involvement will likely begin at the long-term planning stage as they help the teacher identify significant community and cultural events around which teachers can plan experiences throughout the year. Not all community events are suit- able for Kindergarten children. Teachers should select those that provide avenues for integrated, play-based learning, using criteria similar to those outlined for selecting any topic of inquiry. Step 1 Draw a circle on a large piece of paper. Step 2 Divide the circle into 12 equal parts, r one p a f t art for each month of the year. Step 3 In the space for each mon D th, write down relevant events that occur in the community and environment. Focus particularly on the changing natural environment (e.g. planting and harvesting particular crops, the kinds of fish in season such as nuqa, crabs) and on other happenings that are of interest to young children. Step 4 From these many ideas, select topics that can be explored with the children. 91 D R A F T 2 K I N D E R G A R T E N C U R R I C U L U M G U I D E L I N E S F O R T H E F I J I I S L A N D S ▲ Part A & B & C.indd 91 7/30/08 10:56:09 AM N a N o d a M a t a n i c i v a H u m a r e M o t i The photograph below shows the many opportunities this approach provides for learning in and about the local community and culture. This teacher is exploring ‘Fishing for balolo’ as a topic. Reflection raft Daily reflection on what happened, D what worked, what needs changing etcetera is part of planning and should be done daily. Using the reflection section of the weekly planning framework (see Appendix), teachers make brief notes at the end of each day, and write these changes on their weekly plan. As the teacher reflects on children’s learning and on their needs and interests, s/he identifies FALD outcomes for future planning. 92 K I N D E R G A R T E N C U R R I C U L U M G U I D E L I N E S F O R T H E F I J I I S L A N D S D R A F T 2 ▲ Part A & B & C.indd 92 7/30/08 10:56:09 AM N a N o d a M a t a n i c i v a H u m a r e M o t i Below are some reflective comments that Litiana made during and at the end of Week 1 of her topic on leaves: WHAT WORKED WHAT NEEDS CHANGING With the leaves we covered a lot of early Maths. Attendance of the children – those who miss a day Children were able to do ordering – biggest to are lost in our discussions smallest; matching – same shape, colour; sorting – food, medicine, Art/craft. Listening – a few children are not listening well and disturb the other children Parent volunteers came into the centre to mend our mat (voivoi), weave a mat and make a liku vasili Safety – need to be aware of this when children are for meke. using knives for scraping coconut leaves Parents’ involvement made the children feel proud and confident Children scraped coconut leaves and made sasa brooms The Fijian children learnt how leaves are used by Hindus to make pooja Children know more about leaves INDIVIDUAL CHILDREN FOLLOW UP Focus on listening skills for the whole group S has trouble listening I am very happy with the way the parents are M was very proud when her mother fixed the mat. getting involved in this topic. It is something She is still talking about it. everyone can contribute to. Keep this in mind with Be, T and Su made boats out of the leaves today future topics. and were more interested in sailing their boats I must find ways to involve children who don’t than in the activities I planned attend every day. Observe and find out what they are interested in. Trying to involve them in a topic the other children have selected does not work. There must be other interesting activities and materials for them. If I am to become better at following children’s interests I should extend the interest Be, T and Su showed in boats. Put different leaves near the water trough tomorrow and see what happens. Keeping a reflective journal Apart from daily reflections, all teachers are encouraged to keep a reflective journal. This is an exercise book or notebook in which they think and write about their own teach- ing and about issues, challenges and incidents that occur in their Kindergartens. Entries might be made weekly or even fortnightly, or when something eventful happens, as was the case for Makelesi. Notice how she has described what happened, and then reflected on it. 93 D R A F T 2 K I N D E R G A R T E N C U R R I C U L U M G U I D E L I N E S F O R T H E F I J I I S L A N D S ▲ Part A & B & C.indd 93 7/30/08 10:56:10 AM N a N o d a M a t a n i c i v a H u m a r e M o t i The Day of the Pet Show We were all sitting down discussing what is the best pet to keep. All the children were listening attentively. A little boy suggested that a dog is a very good pet. He said that he has a dog and he plays with him all the time. Another one said that a cat is a very good pet because it kills mice. Another boy said that a goat is a very good pet too. The children were asked if they could ask their parents if they could bring their pets to school. Alipate, who was a very quiet boy, never said anything. We decided to show our pets the next day as soon as school started. The next day came and all the nine children brought their pets. Alipate’s pet was in a brown bag. Nobody saw it. All the children lined up and all the chil- dren showed their pets. Some came with hens with their chickens. A few brought their cats. Two boys came with their dogs. When it came to Alipate’s turn he turned his sack inside out. Out jumped two big frogs. One of the girls who brought her hen with the chickens yelled and ran with her chooks back home. The other three girls in the room crowded together and started to cry. It took some time to settle everyone. The boys laughed and laughed. By the time eve- rybody had settled the two frogs had jumped out the door and disappeared. Reflection I was quite unsettled by the incident. Frankly, I was frightened by the frogs myself. It never occurred to me that anyone would consider a frog a pet. As a teacher I have a responsibility to teach children that all animals, though some look ugly like the frog, are created by God. We must look after them and treat them with respect. I must plan a programme where I can show video tapes of different local animals and their uses. After a few days, when I thought back on this incident, it made me laugh and laugh. When I remember the children’s faces with their different expressions, I continue to laugh and laugh some more. Makelesi Making links to the FALD in the reflection is recommended; in this way teachers can see how they are addressing the Foundation Areas of Learning and Development, both through their planned learning experiences and incidentally. Here is an example from Siteri: 94 K I N D E R G A R T E N C U R R I C U L U M G U I D E L I N E S F O R T H E F I J I I S L A N D S D R A F T 2 ▲ Part A & B & C.indd 94 7/30/08 10:56:10 AM N a N o d a M a t a n i c i v a H u m a r e M o t i Date: 13/07/07 What happened Links to FALD Teacher’s comments & reflection The children all waited at the Living & Learning Together The children know their village village market, so I called them well and are confident to wait for to walk towards the shop. Most the teacher; they are having a of them were asking, ‘What shall learning experience together in the we buy from the shop?’ I said Learning to Know community we will buy cereal. Unfortunately Physical Development, Health Going shopping – using money they didn’t have cereal so we and Well-being – Nutrition Planning & preparing healthy ended up buying a kilogram of meals rice. N helped me carry the bag Living & Learning Together of rice back to the kindergarten. Children talk to and help the teacher The children prepared cooking Living & Learning Together Cooperating with each other utensils like cups, saucepans, hand towels. Some of the Learning to Know Observing and exploring to find boys collected pine cones to pine cones help in lighting the fire. Some corrugated iron was brought out from the store room and Physical Development, Health Explicit teaching about safety put underneath the window. and Well-being – Safe practices Instructions were given not to get close to the edge as Language, Literacy & Ino was not listening carefully and someone might get hurt. But Ino Communication did not follow my instructions was concentrating on preparing the tea and walked beside the Ino was very emotional iron and accidentally hurt his left Living & Learning Together toe. He burst out crying when Very, very interesting to have some he saw blood gushing out, so children who know about local I dashed to him and held the plants & medicines and can help pressure point in order to stop Learning to Know – Culture; and attend minor case like this. the blood. While I was doing Behaviour The boys are modeling traditional this, N thought of the lantana Physical Development, Health male behaviour; they see this as leaves. She ran and picked as and Well-being – Safe practices girls’ business. I want them to be many leaves as she could. She caring and to know how to help in then squeezed them. She kept Living & Learning Together an emergency on picking the lantana leaves till we had stopped the blood. Follow up The boys didn’t want to help but We have all learnt a lot from this I understand them and asked experience. I need to be sure them to come closer to the children understand and follow victim and comfort him. safety instructions. Ino particularly needs to listen more carefully. We will focus on listening and following instructions next week. Everyone was interested in what N did with the lantana leaves. Perhaps we will explore a topic about local plants and their uses. This would give us lots of opportunities for learning outside, which the children really enjoy. Some of the parents could get very involved too 95 D R A F T 2 K I N D E R G A R T E N C U R R I C U L U M G U I D E L I N E S F O R T H E F I J I I S L A N D S ▲ Part A & B & C.indd 95 7/30/08 10:56:10 AM N a N o d a M a t a n i c i v a H u m a r e M o t i 7 MONITORING AND ASSESSMENT Assessing young children F rom the moment they enter the world, if not before, babies are measured and tested. We want to know how heavy they are, how long etcetera. Likewise, as they get older we want to know how they are learning and developing. Teachers need this information so they can plan programmes that support each child’s learning and development. Early childhood teachers also need it so that they can identify children who are not developing ‘normally’, and seek help or early intervention. Strategies and tools used to assess children in the preschool years are different from those used with older children. Formal assessment such as testing is rarely appropriate, although it may be used by psychologists and other professionals if there is concern about a child’s development. Again, the assessment is used to identify the child’s special needs and to intervene in ways that su children inr pport fauture lft earning and development. In the Kindergarten, and throughout the early childhood years, assessment is best done through informal approaches such as observing, recording and otherwise documenting what children do. Observing D their daily activities and play can inform teachers about all areas of learning and development. There are many strategies for observing children, including anecdotal notes, running records, time samples, learning stories and checklists. Some strategies provide more information than others; some are more time consuming than others. It is important to choose a strategy that suits the purpose, to be focused and to observe across all areas of learning and development. Other informal approaches suitable for use with young children include: • Conversations and interviews - talking with children and parents, sometimes on specific topics • Oral questions - talking to children during their daily activities; this may include questions to assess their understanding of particular concepts • Work samples - samples of drawings, paintings, sculptures, writing, diagrams of block building etc • Photographs - good photos can provide a lot of information on children’s behaviour and learning 96 K I N D E R G A R T E N C U R R I C U L U M G U I D E L I N E S F O R T H E F I J I I S L A N D S D R A F T 2 ▲ Part A & B & C.indd 96 7/30/08 10:56:10 AM N a N o d a M a t a n i c i v a H u m a r e M o t i • Performance tasks - the teacher can set up tasks or games; these should be meaningful and require active interaction with concrete materials. They should be organised as part of the daily activities and not in a test situation. The teacher observes as children perform the tasks. Recording the information Not everything a teacher observes can be recorded. The key is to observe in a focused way and record examples that provide rich data or evidence of learning and develop- ment. The many outcomes in the FALD should help teachers observe in a focused way. Some basic information should be noted on all observations and other assessment items: • The date and time the data was collected • Child’s first name (for privacy reasons, avoid using the full name) • Age of the child in years and months • Other children and adults involved • The place where the observation occurred Suggestions • Work out a system for taking ay that yo r obser a vationsf t ; for example, you might have 5 focus children each week, paying particular attention that week to gathering observations on them. Use a rotational system so that you observe everyone over a period of time • Record in such a wDu do not have to rewrite the observations • Involve other staff in taking observations and discuss the observations with them • Write the observation when it is happening or as soon after as possible • Write only what you see and hear (be objective) • Include the children’s words • Interpret all observations, and other assessment items, making links to FALD • Reflect on the information, and use it for future planning • Store the observations in children’s individual portfolios Confidentiality Files on children are private and confidential. They should be kept in a safe place in the Kindergarten. Access to this information should be given only to family members and school administrators. While all staff should be involved in gathering observations, only the teacher in charge of the Kindergarten should discuss the child with the family. 97 D R A F T 2 K I N D E R G A R T E N C U R R I C U L U M G U I D E L I N E S F O R T H E F I J I I S L A N D S ▲ Part A & B & C.indd 97 7/30/08 10:56:11 AM N a N o d a M a t a n i c i v a H u m a r e M o t i Using the information The purpose of assessment is to plan interactions and experiences that will enrich and extend each child’s learning and development. Observing or gathering the data is only the first step in the process. All records (observations, samples of work etc) must then be analysed for meaning. Teachers using Na Noda Mataniciva are encouraged to analyse the data using the 6 Foundation Areas of Learning and Development. An example is given below. This information should then be used for planning learning experiences for that particular child or group of children. Sample anecdotal observation showing links to FALD Child’s name: Pauliasi Other children involved: Litia Date: 31/07/07 Setting: Inside the Kindergarten Observations Links to FALD Analysis Several of the children were each given a coconut shell and asked to rub it on a rough surface to make the edges smooth. Pauliasi Living and Learning P is able to approach the came over and asked for one Together teacher too and went off by himself and started rubbing the coconut Language, Literacy & P asks politely for what he shell. Communication wants using his dialect Pauliasi is a playful boy who hardly concentrates for long, Physical Development, He is developing fine motor but today he did the craft Health and Well-being skills work for a long time. Litia was raft moving around and didn’t Learning to Know P shows he can concentrate on make any effort to try, but at tasks that are meaningful and the end she asked Pauliasi if Aesthetics, Creativity and enjoyable to him she could do the scraping. At Dthe Arts first he didn’t let her, but, with He is learning the skills of a words of encouragement, he Living and Learning traditional craft agreed to give her a turn.then Together squeezed them. She kept on picking the lantana leaves till P shows that, with support, he we had stopped the blood. The can share boys didn’t want to help but I understand them and asked them to come closer to the victim and comfort him. Reflection and follow-up I was surprised at Pauliasi’s concentration. This shows me that he can concentrate for a long time if he’s interested. I must provide more activities that interest him, and probably more craft work. Most of the children enjoyed the activity and are learning basic skills in a local craft. I will leave some coconut shells on a table so that children can repeat this activity in their own time if they want to. 98 K I N D E R G A R T E N C U R R I C U L U M G U I D E L I N E S F O R T H E F I J I I S L A N D S D R A F T 2 ▲ Part A & B & C.indd 98 7/30/08 10:56:11 AM N a N o d a M a t a n i c i v a H u m a r e M o t i The overall process involves a number of continuous steps: 1. Observing/gathering data 2. Analysing observations, using the 6 FALD 3. Planning, using the FALD and Outcomes 4. Implementing the plans 5. Reflecting 6. Gathering further observations The observation-planning cycle Observing Reflecting raftAnalysing Imple D menting the plan Planning 99 D R A F T 2 K I N D E R G A R T E N C U R R I C U L U M G U I D E L I N E S F O R T H E F I J I I S L A N D S ▲ Part A & B & C.indd 99 7/30/08 10:56:11 AM N a N o d a M a t a n i c i v a H u m a r e M o t i Portfolios A portfolio is an effective way of putting together a continuous story of children’s learn- ing and development over time. As such it is a very effective assessment tool, a place to collect information on a child – observations, samples of work, and other assessment items. At the beginning of the year the teacher will need to organise a folder, scrap book or other type of storage place for each child. Information and items are added to this throughout the year. Teachers need to be selective in deciding what should go in the portfolio. Selected items should tell of significant changes in a child’s development and learning, and be items of particular interest. Information from families can be included. In addition, children can be encouraged to participate by selecting pieces of work they would like included in their portfolios. In this way, families and children become involved in the assessment process, and the portfolio becomes a source of reflection from which can emerge further learning. Sharing children’s learning Portfolios allow teachers to share children’s learning with families, other teachers and stakeholders. They provide evidence to support a teacher’s verbal or written comments about each child. Summarising the information in a portfolio adds value to it. This allows the teacher, par- ents and school administrators to see the sum r quickl ay the sft trengths, interests and needs of the child. The summary (or report) will need to be updated at regular intervals through the year – at least midway through the year and at the end of the year. A copy can be given to parents at these times. For example, if there are parent-teacher interviews, the teacher can talk to the parents usingDmary, and show them evidence from the portfolio to support his/her comments. At the end of the year, a copy of the final summary/report should be given to the Class 1 teacher. The portfolio is best given to the parents as a record of their child’s learning journey in Kindergarten. Summaries or reports can be written in a narrative style or can be in the form of checklists or rating scales. The use of letter grades is not recommended. Three examples, using the FALD framework, appear below. Teachers can modify these to suit their situations, the ages of the children, and the families who will be reading the reports. 100 K I N D E R G A R T E N C U R R I C U L U M G U I D E L I N E S F O R T H E F I J I I S L A N D S D R A F T 2 ▲ Part A & B & C.indd 100 7/30/08 10:56:11 AM N a N o d a M a t a n i c i v a H u m a r e M o t i Sample 1: Kindergarten Learning and Development Record Physical development, Family information Learning to know health & well–being Language, literacy & Aesthetics, creativity communication and the arts CHILD’S NAME raDOBft Strengths & interests Living and learning D Spiritual & moral together development FOCUS FOR THE FUTURE 101 D R A F T 2 K I N D E R G A R T E N C U R R I C U L U M G U I D E L I N E S F O R T H E F I J I I S L A N D S ▲ Part A & B & C.indd 101 7/30/08 10:56:12 AM N a N o d a M a t a n i c i v a H u m a r e M o t i Sample 2: Kindergarten Learning and Development Record Child’s Name Age in years & months: Date: Background information STRENGTHS & ACHIEVEMENTS FUTURE ACTION PHYSICAL DEVELOPMENT, HEALTH AND WELL-BEING Physical Growth and Development • Body movement & coordination • Using smal muscles to control & use tools such as crayons, brushes & scissors • Body awareness Healthy Living • Looking after personal needs; e.g. toileting, eating, washing hands, brushing teeth • Fol owing health & safety rules and practices LEARNING TO KNOW Inquiry and Investigation • Is curious, and takes an interest in what is happening around him/her • Asks questions • Early understanding of the environment & science concepts Representing and Symbolic Thinking • Using objects in symbolic way during pretend play • Using symbols in play; raft e.g. numbers, letters, signs • Represents thinking in many different ways Early Mathematics D • Sense of number • Measurement & other Mathematical concepts • Beginning to use the language of Mathematics LANGUAGE, LITERACY AND COMMUNICATION Listening and Communicating • Listening skil s • Responding appropriately to non- verbal and verbal communication Reading and Writing • Understanding that print conveys meaning • Awareness of letters & sounds • Interest in writing 102 K I N D E R G A R T E N C U R R I C U L U M G U I D E L I N E S F O R T H E F I J I I S L A N D S D R A F T 2 ▲ Part A & B & C.indd 102 7/30/08 10:56:12 AM N a N o d a M a t a n i c i v a H u m a r e M o t i STRENGTHS & ACHIEVEMENTS FUTURE ACTION LIVING AND LEARNING TOGETHER Myself and Others • Confidence & attitudes to self • Adjustment to new situations & chal enges • Friendships with other children • Interactions with teacher Diversity • Understanding of own culture • Awareness of other cultures • Attitudes to those who are different Emotions and Behaviour • Expressing & control ing emotions • Behaviour AESTHETICS, CREATIVITY AND THE ARTS Music, Movement and Drama • Singing voice • Enjoying music • Expressing self through music, movement and dance Art and Craft • Enjoying & using a variety of art media • Interest in learning basic skil s in the traditional crafts of Fiji Aesthetics • Enjoying & noticing beautiful things • Helping keep the environment clean, organised & attractive raft SPIRITUAL AND MORAL DEVELOPMENT Spiritual Awareness • Sense of wonder D • Becoming aware of different beliefs and practices Moral Development • Developing a sense of right and wrong • Becoming increasingly responsible for his/her actions NOTE: Teachers using this form should write brief comments in each box. They should date each comment. 103 D R A F T 2 K I N D E R G A R T E N C U R R I C U L U M G U I D E L I N E S F O R T H E F I J I I S L A N D S ▲ Part A & B & C.indd 103 7/30/08 10:56:12 AM N a N o d a M a t a n i c i v a H u m a r e M o t i Sample 3: Kindergarten Learning and Development Record Child’s Name Age in years & months: Date: Back Information OUTCOMES BEGINNING DEVELOPING COMPETENT The child: PHYSICAL DEVELOPMENT, HEALTH AND WELL-BEING Physical Growth and Development Participates enthusiastical y in physical ac- tivities; demonstrates strength, control, balance, coordination and body awareness Healthy Living Shows independence in carrying out personal routines and is beginning to use practices that keep him/her healthy and safe LEARNING TO KNOW Inquiry and Investigation Observes, explores and investigates the environ- ment and shows an increasing understanding of it Representing and Symbolic Thinking Is beginning to use symbols and to represent his Early Mathematics Is becoming aware of Mathematical concepts anr /her thinking in many different ways aft LANGUAGE, LITERACY AND CO D d is beginning to use the language of Mathematics MMUNICATION Listening and Communicating Listens, understands and responds to non-verbal and verbal communication Reading and Writing Recognises that print conveys meaning, and begins to use writing materials with purpose 104 K I N D E R G A R T E N C U R R I C U L U M G U I D E L I N E S F O R T H E F I J I I S L A N D S D R A F T 2 ▲ Part A & B & C.indd 104 7/30/08 10:56:12 AM N a N o d a M a t a n i c i v a H u m a r e M o t i OUTCOMES BEGINNING DEVELOPING COMPETENT LIVING AND LEARNING TOGETHER Myself and Others Thinks positively about him/herself and is able to build positive relationships with other children and the teacher Diversity Is developing understanding of his/her own culture, becoming aware of other cultures, and beginning to accept those who are different Emotions and Behaviour Is beginning to identify and name his/her emotions, and to behave in ways that are social y and cultural y acceptable AESTHETICS, CREATIVITY AND THE ARTS Music, Movement and Drama Is learning to use his/her voice; listens to and enjoys music, and expresses him/herself through music, movement and dance Art and Craft Explores and uses a variety of art media, and is learning basic skil s in the traditional crafts of Fiji Aesthetics Enjoys and appreciates beauty in art, music and the world around him/her ELOPMENT r a f t SPIRITUAL AND MORAL DEV Spiritual Awareness Experiences a sense of wonderD and is becoming aware of different beliefs and practices Moral Development Is developing a sense of right and wrong and be- coming increasingly responsible for his/her actions NOTE: When completing this form teachers should write a date in the appropriate box. For the child to be considered ‘Competent’ the teacher must have observed the behaviour on several occasions. The evidence will be in the teacher’s observations and other assessment items in the portfolio. 105 D R A F T 2 K I N D E R G A R T E N C U R R I C U L U M G U I D E L I N E S F O R T H E F I J I I S L A N D S ▲ Part A & B & C.indd 105 7/30/08 10:56:13 AM N a N o d a M a t a n i c i v a H u m a r e M o t i 8 RELATIONSHIPS Building trust When children leave the security of their homes and families to attend Kindergarten they face many challenges. Foremost among these is learning to trust the adults in their new environment. Without this trust they will not have the confidence to try new things, make friends, take risks, make choices – all essential foundations for successful learning. A Kindergarten should be a relaxed, welcoming environment where every child is special, and every family respected. Developing strong relationships with children and families is therefore a priority for Kindergarten teachers. As you think about your daily life with children, consider how your practices, the daily routine, the resources, the room arrangement support relationships bet us on relat r ween tahe maft ny people involved in the Kindergar- ten – between teachers and children, between children, between teachers and families, children and their families. Overall, there should be a focDionships not rules in a Kindergarten. For example, when children start attending the Kindergarten accept that it takes time for some to build trust; support and give them time to settle in. Building relationships with children and families before children start Kindergarten is encouraged. This might be done through open days at the Kindergarten, home visits or weekly play groups held at the Kindergar- ten and attended by children and a parent or another family member. Once children begin Kindergarten, there are many ways to help them develop trusting relationships; for example: • welcome each child by name as s/he arrives each day • make every child feel important and loved – get to know all children • use children’s first language/dialect, even if it is just a greeting or a few words of welcome written at the entrance • let children see you respect their families • learn about each child’s culture and make the curriculum inclusive of all cultures; e.g. include cooking utensils in the home area, have photos and pictures around the room, include songs and games from the children’s cultures • put photos of children around the room 106 K I N D E R G A R T E N C U R R I C U L U M G U I D E L I N E S F O R T H E F I J I I S L A N D S D R A F T 2 ▲ Part A & B & C.indd 106 7/30/08 10:56:13 AM N a N o d a M a t a n i c i v a H u m a r e M o t i • give children a place to put their personal things • help children make friends • talk and listen to children • support children, rather than punish them, when they make mistakes; they are learning how to behave just as they learn concepts and skills in other areas such as Maths or language • let children feel they own the centre and have some control over what happens there; involve them in making simple rules • work out a strategy for observing and planning for all children • involve children and families in portfolio development raft D Friendships Within a secure and trusted Kindergarten environment, children gain confidence and develop the many social skills that will enable them to make a successful transition to school. Being able to make friends is foremost among the social skills necessary for hap- piness and success in school and throughout life. While most Kindergarten children make friends easily, some may need considerable help. Teachers should be on the alert for chil- dren who are lonely, or may be excluded by other children because they are different in some way. These children need help. Likewise, the other children must be encouraged to accept and include all children regardless of their differences. 107 D R A F T 2 K I N D E R G A R T E N C U R R I C U L U M G U I D E L I N E S F O R T H E F I J I I S L A N D S ▲ Part A & B & C.indd 107 7/30/08 10:56:13 AM N a N o d a M a t a n i c i v a H u m a r e M o t i Learning each others’ names through songs and games can be a regular activity that helps create a sense of community or togetherness in the Kindergarten. The learning environment too can be a powerful source of incidental learning. It should reflect every child who attends the centre. At times, teachers may need to intervene more explicitly; should they hear or see behaviour that is offensive or discriminatory they must respond – not through punishment but by talking to the offending children or to the whole group, and following up with some learning experiences that help children develop positive at- titudes towards each other, and towards differences generally. Relationships with families Although a teacher’s main task is to work with children, the needs and interests of young children are best met if parents are involved. Teachers who accept this partnership help ensure that the programme addresses the needs of each child, and that learning and de- velopment are supported at home. Through partnerships with families, children are likely to develop positive self esteem, pride in their families, have less discipline problems, and become happy and confident learners. Moreover, families that get involved in early childhood programmes are likely to develop positive attitudes towards education and better understanding of the education process. This forges closer links between home, the early childhood centre and the community, and provides pathways for continuity in children’s learning and development. There are many ways that parents, othe her family r r me memba mbers of t f the family, and the community can be involved in early childhood programmes. The onus is on the teacher to build relation- ships with families and explore ways that each might be able and willing to be involved. For example, parents and ot D ers might: • Serve as members of the Management Committee and take active roles in the management of the centre • Become actively involved in government working committees and thus have a say in policy and decision-making related to early childhood • Assist with the daily programme by preparing materials, supervising activities, reading or telling stories, myths and legends, teaching songs or playing particular instruments such as the guitar, ukulele, drum, mouth organ, lali or dholak • Teach traditional dances, songs, and craft to the children • Collect natural and recyclable materials for use in the programme • Communicate with other parents that the teacher finds difficult to reach • Share skills and knowledge with other parents through workshops at the Kindergarten • Observe children at play and become better informed about how their children are learning and developing; they can then offer appropriate support not only at the centre but also at home • Attend capacity building workshops as those on child development, behaviour management, child abuse and neglect, Convention for the Rights of the Child 108 K I N D E R G A R T E N C U R R I C U L U M G U I D E L I N E S F O R T H E F I J I I S L A N D S D R A F T 2 ▲ Part A & B & C.indd 108 7/30/08 10:56:14 AM N a N o d a M a t a n i c i v a H u m a r e M o t i • Participate in working groups to mend children’s library books, repair infrastructure, mend toys and equipment, clean the compound, repair or construct outdoor equipment • Attend parents’ association meetings • Assist during children’s concerts and other performances There are many levels of involvement. Teachers can encourage parents to be involved at a level that meets their particular needs, availability and capacity. At the same time, the home-Kindergarten relationship must be founded on families’ strengths, not their weaknesses. Parents and teachers can draw on each others’ strengths and knowledge to provide the best possible programme for the children. Without this partnership, Kinder- gartens will find it very difficult to achieve their ultimate goals. Communicating meaningful messages As early childhood expands in Fiji, clear messages about early childhood care, develop- ment and education need to be communicated to families and the wider community. Every Kindergarten teacher has a role to play in this. While some teachers may speak out at open forums and at national events, for the majority of teachers the messages come through their daily communication and practice. In a previous chapter, there was mention of the messages given out by the Kindergar- ten environment. There are also qui rte expalicit mft essages that teachers may want to give families and the community; e.g. messages about play, about early literacy, and indeed about this curriculum and realistic expectations for Kindergarten children’s learning and development. How will you com D municate this information? There are many ways of communicating with families, and these will vary according to the context. What works in an urban Kindergarten may not work in a village situation, and vice versa. Teachers need to be clear about the messages they want to convey, and use strategies appropriate for their situation. They must at all times be respectful of local knowledge and practices that have been passed down from generation to generation. At times they might accommodate the old ways, at other times, they will need to ration- alise new ways. 109 D R A F T 2 K I N D E R G A R T E N C U R R I C U L U M G U I D E L I N E S F O R T H E F I J I I S L A N D S ▲ Part A & B & C.indd 109 7/30/08 10:56:14 AM N a N o d a M a t a n i c i v a H u m a r e M o t i at this Kinde r a f t An attractive notice board and a sign-in book welcome families Drgarten in Suva Kindergarten – school relationships A new and exciting movement is afoot in Fiji! Kindergarten and Class 1 teachers are starting to work together. Kindergarten and Class1 teachers are visiting each others’ classrooms, talking together and learning from each other. We believe children and teachers will be the beneficiaries of this movement. Kindergarten teachers will be less isolated, Class 1 teachers will become better informed about developmentally-appropriate practice in the early years, and children will experience a smoother transition to school and a richer, more successful school life. We hope you too will reach out and start building these re- lationships. Relationships with Management The roles of Kindergarten Management and Kindergarten teachers should complement each other. While teachers are responsible for all decisions relating to the children’s programme, the Management Committee has many duties that influence the quality and effectiveness of the programme. These duties are spelt out in guidelines for Kindergarten Management, and are summarised below: 110 K I N D E R G A R T E N C U R R I C U L U M G U I D E L I N E S F O R T H E F I J I I S L A N D S D R A F T 2 ▲ Part A & B & C.indd 110 7/30/08 10:56:15 AM N a N o d a M a t a n i c i v a H u m a r e M o t i The management committee will work in partnership with Kindergarten teachers, fami- lies and the community in: • Acquiring the land or property for the centre • Developing a Constitution for the centre • Constructing a building[s] if not already in place • Getting the Kindergarten established and recognised by the Ministry of Education • Developing employment regulations and contracts for staff • Developing enrolment policies and procedures for the centre • Purchasing and maintaining equipment and materials • Ensuring security of the Kindergarten building and property • Planning the annual budget • Organising fundraising, working bees, parent and community meetings • Drawing up a staff salary structure, and paying the teachers • Regularly working on maintenance of infrastructure and grounds Teachers-in-charge are expected to make monthly reports to the Management Commit- tee. In these, teachers have opportunities to share information on their programmes so that Management become better informed about early learning and development, as well as hear about the specific needs of the centre. raft D 111 D R A F T 2 K I N D E R G A R T E N C U R R I C U L U M G U I D E L I N E S F O R T H E F I J I I S L A N D S ▲ Part A & B & C.indd 111 7/30/08 10:56:15 AM N a N o d a M a t a n i c i v a H u m a r e M o t i 9 TRANSITION TO SCHOOL Starting school Starting school is an exciting time for most young children. It is a major milestone in their lives and a time for new experiences, opportunities and friendships. Nevertheless, this dramatic change in their lives can cause considerable stress and anxiety. How well parents and teachers support children in this time of transition can have major implications for their success and happiness at school and beyond. For children coming from rural settings to urban schools, or the reverse, starting school can be a particularly daunting experience. This is especially true for children who leave their families in villages and rural settings to attend urban schools, or urban children being sent to attend village schools a periences r nd sta a y with f t grandparents or extended families. This is a reality for many children in Fiji. Not only do these young children have to adapt to the environment and culture of the school; they have to do it in the absence of their immediate families. Children’s prior to school ex Dalso vary dramatically in Fiji. Although there has been an expansion of Kindergarten and other early childhood programmes, the majority of children do not have access to, or attend, an early childhood programme prior to school entry, or may attend for only one term. Poverty also greatly influences the early learning and development of many children, and their readiness for school. It can affect their health, brain development, behaviour and academic achievements. Families with low income have other more urgent needs to attend to and thus the children’s interests and enthusiasm for learning are often pushed aside. In fact, low income families tend to have very different priorities. Overall, this means that children starting school in Fiji have enormous differences in their pre-school experiences and hence in their needs as early school learners. Looking at the individual needs of children starting school is therefore a priority for Class 1 and Head teachers. Whatever the context, children require a supportive and caring environment when they begin school. A supportive and caring environment is one in which the curriculum and teaching practices are developmentally and culturally appropriate, where there are 112 K I N D E R G A R T E N C U R R I C U L U M G U I D E L I N E S F O R T H E F I J I I S L A N D S D R A F T 2 ▲ Part A & B & C.indd 112 7/30/08 10:56:15 AM N a N o d a M a t a n i c i v a H u m a r e M o t i connections to families, Kindergartens and other early childhood programmes, and where each child can continue to grow, develop and experience success. Getting ready for school When children start school they are already successful learners. If they have been in caring family environments, their natural disposition to learn will have ensured that they have developed in all the foundation areas of learning and development – physical, cognitive, language, social, emotional, creative and spiritual. What is needed at this point is a smooth pathway from their learning at home or at Kindergarten to learning at school. Unfortunately, for many children, the pathway is far from smooth. It becomes a rough and bumpy ride into unfamiliar territory. When they arrive some are quickly labelled ‘not ready’, or ‘problems’, and may become early failures in the school system. Some may even be denied entry to a school on the basis of a readiness test. The perception of those administering these tests is that to be ready for school a child must be able to accomplish set academic tasks which have been determined by the Class 1 and/or Head teacher. In these situations, decisions about readiness are based on the children’s abilities to speak, listen, follow directions, pay attention, answer questions about a picture, write their names, recite their addresses, telephone numbers [if any] and do simple mathematical addition and subtraction. The child’s admission to a particular school will be dependent on his/her test performance. When denied admission, the parents are usually told that their child is ‘immature’ and ‘not rea hter was l r dy for a schoolf t ’, as in the following scenario: My granddaugDooking forward to going to school after Kindergarten. Her parents had applied for a place and were asked to take her for an interview. Two weeks later the parents went to school to check her interview result. The Head teacher’s reply was that she did not get through. Her parents asked for the reasons and were told that she could not shape her letters and numbers. The Head teacher also added that my granddaughter could not put the alphabet and numbers in order. She jumbled both her let- ters and numbers when writing. I asked the parents about the process of the interview. They said she was taken into the room for the interview without them being present. The parents were very disappointed with the process, and did not want to tell their child the result. They just told her they would take her to another school. She is now attending Class 1 there (no interview required), and after one term is doing very well with her writing and counting. 113 D R A F T 2 K I N D E R G A R T E N C U R R I C U L U M G U I D E L I N E S F O R T H E F I J I I S L A N D S ▲ Part A & B & C.indd 113 7/30/08 10:56:15 AM N a N o d a M a t a n i c i v a H u m a r e M o t i The increased focus on early learning and development can lead families, teachers and other administrators into thinking that children need an academic, teacher-directed Kindergarten curriculum. In response, some teachers are forcing a downward movement of the primary curriculum into the Kindergarten. Many do this to accommodate parents’ wishes for their children to become proficient in school learning as early as possible, or so they can pass the school entry test. For example, friends of the above family were sitting each night with their Kindergarten child, rigorously ‘training’ her in the skills needed to pass the test. ‘Her Kindergarten was a gruelling experience for her and her mother who would stay up in the night to help her daughter learn the alphabet and numbers 1-100.’ raft D Extensive research from around the world suggests this emphasis on academic learning in Kindergarten is misguided. A child’s readiness for school depends on readiness in five areas: • Physical well-being and motor development • Social and emotional development • Approaches to learning • Language development • Cognition and general development 114 K I N D E R G A R T E N C U R R I C U L U M G U I D E L I N E S F O R T H E F I J I I S L A N D S D R A F T 2 ▲ Part A & B & C.indd 114 7/30/08 10:56:16 AM N a N o d a M a t a n i c i v a H u m a r e M o t i There is also evidence that children who have attended a Kindergarten with this holistic focus are more ready to learn, have the social and emotional skills required of the school environment, and have enhanced language and cognitive skills. Na Noda Mataniciva: Kindergarten Curriculum Guidelines for the Fiji Islands supports and encourages this broad definition of readiness. It offers a holistic approach to teaching and learning in Kindergarten, with a focus on active, play-based and child-centred learning. We believe that children who engage with this curriculum will be well prepared for school, not just academically, but in all areas of learning and development. At the same time, the Outcomes included in the curriculum are guidelines only for what children might know and be able to do by the time they enter school. Given the great diversity of prior-to- school experiences for children in Fiji, it cannot be expected that all will travel at the same speed or reach the same milestones at the same time. Learning is not a race, but a journey to be enjoyed. Ways families can help • Talk positively to children about school • Visit the school with the child • Go shopping with the child for a school bag and other essential items • Enrol children in Kindergarten for a year • Get involved in the Kindergarten and school Ways Kindergarten teachers can he d that is chi r lp • Provide children with a curriculum ld-ce a f t that addresses all areas of learning and development, an D ntred and play-based • Conduct workshops about early learning and development, and inform families and communities about appropriate teaching and learning in Kindergarten • Give families and communities information that helps them prepare children for school • Monitor children’s learning and development through regular observations • Encourage children to become independent • Establish a working relationship with the Class 1 teacher • Take the children to visit the school, Class 1 teacher and classroom • Encourage playgroups at the Kindergarten, attended by parents with their young children 115 D R A F T 2 K I N D E R G A R T E N C U R R I C U L U M G U I D E L I N E S F O R T H E F I J I I S L A N D S ▲ Part A & B & C.indd 115 7/30/08 10:56:16 AM N a N o d a M a t a n i c i v a H u m a r e M o t i Preparing schools for children When asked about Readiness is not only about preparing the child for school. Schools must also prepare for children. All the the qualities of Class 1 gains made during the preschool years may disappear teachers, parents in Fiji very quickly if children do not have a smooth transition emphasised that they to school, or if the school curriculum and approaches are inappropriate. should be: While schools and teachers may face many challenges, Caring, gentle, patient, an understanding of the needs of young children start- friendly, humble and ing school can help them respond to the children in know how to handle ways that support a successful transition to school. smal children. Ways Head teachers can help Some also talked about • Put very good, experienced teachers in the need for Class 1 to Class 1 be more informal, like • Reduce class sizes in Class 1 where possible • Work with Class 1 and Kindergarten teachers, the preschool Management and families to develop transition programmes; e.g. visits by Kindergarten children and their parents to the school, home visits, visits by Class 1 teachers and children to the Kindergarten, social events • Encourage parent helpers and other adults to help in Class 1, especially at the beginning of the year • Locate the Kindergarten nea and the c r r the sa chool f t and include the Kindergarten teacher, children and families in the life of the school • Review admission and enrolment practices • Work with familiesDommunity to encourage attendance at Kindergarten Ways Class 1 teachers can help • Talk to the Kindergarten teacher, read the Kindergarten Curriculum Guidelines, and develop an understanding of what a good Kindergarten programme looks like • Use active, child-centred teaching and learning approaches • Become better informed about child development and early childhood approaches • Make the curriculum developmentally-appropriate and relevant to the children and their individual needs • Integrate the language and culture of the home into the curriculum • Group children so that they can interact and support each other 116 K I N D E R G A R T E N C U R R I C U L U M G U I D E L I N E S F O R T H E F I J I I S L A N D S D R A F T 2 ▲ Part A & B & C.indd 116 7/30/08 10:56:16 AM N a N o d a M a t a n i c i v a H u m a r e M o t i • Visit the Kindergarten • Use all the space available for learning experiences, both indoors and outdoors • Make resources from local and recycled materials, especially where resources are limited • Monitor children’s learning and development in appropriate ways As children begin school, a challenge for Class 1 teachers is to find out about each child. The most effective ways are observing children and talking with them and their families. Time spent observing children learning in informal contexts will lead to more appropriate approaches and environments, and hence to greater success for children at school. All children are different, and all are ready to learn from birth. Matching learning experiences to the child’s level of understanding, and supporting a child’s learning, are critical for ongoing successful learning in the school environment. When asked to reflect on their experiences of starting school, Class 1 children said they were nervous, anxious, excited, crying…. While most said they were now happy at school and had friends, they spoke about wanting more playing time. Two challenges consi arn in lang r stentl a f t y highlighted were bullying and having to le Duages other than their mother tongue – meaning standard Hindi or Fijian, or English. The problem of bullying was raised by many children. Concerned by his daughter’s distress over bullying, one child said her father taught her to punch. When the bully next approached her she gave him a good one! 117 D R A F T 2 K I N D E R G A R T E N C U R R I C U L U M G U I D E L I N E S F O R T H E F I J I I S L A N D S ▲ Part A & B & C.indd 117 7/30/08 10:56:17 AM N a N o d a M a t a n i c i v a H u m a r e M o t i Working together The way forward lies in working together. Kindergarten teachers, families, Head teachers, Class 1 teachers, community stakeholders such as health personnel can work together to ensure that children starting school are healthy and well-prepared for a successful school life, and that schools are prepared to receive and support these young active learners. An approach that involves care, education, health and nutrition has been found to be most effective in terms of preparing children for this journey. The National Curriculum Framework and the Kindergarten Curriculum Guidelines offer strong support by providing continuity across the early childhood years. Because the FALD framework will be used from Kindergarten to Class 2, children in Fiji will have a continuous and appropriate early childhood curriculum that will link with Key Learning Areas (KLAs) in Class 3. This should ensure more successful school and lifelong learning for the children of Fiji. raft D Learning is not a race, but a journey to be enjoyed. 118 K I N D E R G A R T E N C U R R I C U L U M G U I D E L I N E S F O R T H E F I J I I S L A N D S D R A F T 2 ▲ Part A & B & C.indd 118 7/30/08 10:56:17 AM N a N o d a M a t a n i c i v a H u m a r e M o t i Appendix Sample planning forms raft D 119 D R A F T 2 K I N D E R G A R T E N C U R R I C U L U M G U I D E L I N E S F O R T H E F I J I I S L A N D S ▲ Part A & B & C.indd 119 7/30/08 10:56:17 AM N a N o d a M a t a n i c i v a H u m a r e M o t i Y EXPERIENCES Y THS & SCIENCE TIC PLA TIONS IN MA DRAMA LANGUAGE & LITERACY INVESTIGA A TER, SAND & OTHER SENSOR W Y ALD OUTCOMES F T OPICS OF INQUIR FOCUS CHILDREN KEY raft (page 1 of 3) Date: D ART Y PLANNING FORM BLOCKS MUSIC & MOVEMENT GAMES & PUZZLES 1: WEEKL SAMPLE 120 K I N D E R G A R T E N C U R R I C U L U M G U I D E L I N E S F O R T H E F I J I I S L A N D S D R A F T 2 ▲ Part A & B & C.indd 120 7/30/08 10:56:17 AM N a N o d a M a t a n i c i v a H u m a r e M o t i Y FRIDA AND THE COMMUNITY Y AMILIES THURSDA VEMENT OF F INVOL Y WEDNESDA Y TUESDA raft TH & SAFETY , HEAL D Y DEVELOPMENT MONDA Y PLANNING FORM (page 2 of 3) PHYSICAL SAMPLE 1: WEEKL Large group experiences Small group experiences 121 D R A F T 2 K I N D E R G A R T E N C U R R I C U L U M G U I D E L I N E S F O R T H E F I J I I S L A N D S ▲ Part A & B & C.indd 121 7/30/08 10:56:17 AM N a N o d a M a t a n i c i v a H u m a r e M o t i T NEEDS CHANGING WHA FOLLOW -UP REFLECTION raft D Y PLANNING FORM (page 3 of 3) CHILDREN T WORKED SAMPLE 1: WEEKL WHA INDIVIDUAL 122 K I N D E R G A R T E N C U R R I C U L U M G U I D E L I N E S F O R T H E F I J I I S L A N D S D R A F T 2 ▲ Part A & B & C.indd 122 7/30/08 10:56:17 AM N a N o d a M a t a n i c i v a H u m a r e M o t i SAMPLE 2: WEEKLY PLANNING FORM1 (page 1 of 2) Date: Topics of inquiry: Key FALD Outcomes Focus children Monday Tuesday Wednesday Thursday Friday Language Investigations in Maths & Science T NEEDS CHANGING Art WHA FOLLOW -UP Dramatic play REFLECTION Music & movement Water, sand & other sensory experiences raft Blocks D Games & puzzles Physical development, Y PLANNING FORM (page 3 of 3) health & safety CHILDREN T WORKED SAMPLE 1: WEEKL WHA INDIVIDUAL 1 This format may suit teachers who want to use the programme book distributed to schools. Adapt the learning areas to suit your own situation. 123 D R A F T 2 K I N D E R G A R T E N C U R R I C U L U M G U I D E L I N E S F O R T H E F I J I I S L A N D S ▲ Part A & B & C.indd 123 7/30/08 10:56:18 AM N a N o d a M a t a n i c i v a H u m a r e M o t i SAMPLE 2: WEEKLY PLANNING FORM (page 2 of 2) Monday Tuesday Wednesday Thursday Friday Large group experiences Small group experiences Involvement of families and the community REFLECTION WHAT WORKED WHAT NEEDS CHANGING raft INDIVIDUAL CHILDREN D FOLLOW-UP 124 K I N D E R G A R T E N C U R R I C U L U M G U I D E L I N E S F O R T H E F I J I I S L A N D S D R A F T 2 ▲ Part A & B & C.indd 124 7/30/08 10:56:18 AM N a N o d a M a t a n i c i v a H u m a r e M o t i Glossary Aesthetics An awareness and appreciation of the beauty found in nature and in creative works such as art, music and dance. Teachers support children’s aesthetic development when they encour- age them to use all their senses to experience and respond to the world around them; e.g. watching rain drops on a window, splashing in water, touching and smelling the petals of a flower, moving to the beat of traditional music. Anecdote Used in early childhood, it refers to a written description of an incident in a child’s behaviour. Teachers observe an incident; e.g. 2 children playing and talking in the home area, and write down what they heard and saw. It is written after the event and is usually short. Teachers then analyse the anecdote for what it tells them about a child’s learning and development, and use the information for planning future learning experiences. Assessment Assessment is the process of finding out about a child’s learning, development and behaviour using a variety of strategies. Authentic assessment Refers to assessing not only cognitive and academic achievement, but development and learning in all ar raft eas. Authentic assessment involves observing, recording and otherwise documenting what children do, and using this information to make judgments and plan for children’s future learning and development. Autonomy Fr D om about 2 years of age, most children want to do things for themselves – i.e. to be autonomous. This is when they may resist holding a parent’s hand to cross the road, or may get frustrated and throw a tantrum because they cannot do something. Cultures vary in the extent to which they encourage autonomy or independence in young children. However, it is generally agreed that preparation for Kindergarten and school should include encouraging children to do things for themselves; e.g. toileting, opening lunch boxes. Independence in self help skills is a foundation for independent learning whereby children learn to do things without always seeking the help of a teacher. Instead they may seek the help of other chil- dren. Child development This refers to changes in a child over time. It is more than growth, which refers only to physical changes. Development refers to changes in all areas – physical, social, emotional, cognitive, language, creative, spiritual. Chronological age This refers to a child’s age in years and months, as opposed to developmental age, which is a child’s level of development. For example, a child may be 4 years of age but his/her level of development might be like that of a 6 year old, or a 5 year old might be performing like a 3 year old. Teachers are encouraged to observe children and find out their level of develop- ment, and plan for this, not for their chronological age. 125 D R A F T 2 K I N D E R G A R T E N C U R R I C U L U M G U I D E L I N E S F O R T H E F I J I I S L A N D S ▲ Part A & B & C.indd 125 7/30/08 10:56:18 AM N a N o d a M a t a n i c i v a H u m a r e M o t i Cognitive development Development related to thinking, remembering, knowing and other mental processes. Discriminate This simply means to tell the difference between things. However, when used in relation to people it gener- ally refers to singling people out on the basis of their race, gender, religion etc, and treating them differ- ently because of this. Early childhood This is generally accepted as the phase of development between birth and 8 years of age. ECCDE Early Childhood Care, Development and Education. This is an overarching term for all programmes for children 0-8 years of age in Fiji (e.g. Kindergarten, daycare, playgroup, Classes 1 & 2). It includes informal programmes for babies, young children and their families. Explicit teaching A teaching strategy used to give very direct or precise information to children; e.g. health and safety rules. This strategy can also be useful when children are being introduced to something for the first time. Focus children These are the individual children that a teacher may observe and plan for during a day or week. Early childhood teachers are encouraged to identify ‘focus children’ in all their plans, as well as planning for the whole group. Holistic Used in r raft elation to the development of the child in all areas – intellectual, language, social, emotional, physical, spiritual, creative. Integrated learning D Learning experiences that include a focus on many areas of learning and development rather than one particular area such as language. Learning centre This can be a regular area in the room, such as dramatic play or blocks, or a table space with a particular curriculum focus such as Science. It can also be related to a topic, with a variety of hands-on materials and play-based activities. Learning experiences In Kindergarten, the term ‘learning experience’ is used rather than ‘lesson’ to describe experiences planned for children’s learning and development. Many learning experiences are quite informal, such as placing a selection of materials in the sand pit; others may be more structured such as planning for music and move- ment with a group of children. Perceptual-motor development This is an aspect of physical development. It includes development of the senses (hearing, sight, smell etc) and body awareness. 126 K I N D E R G A R T E N C U R R I C U L U M G U I D E L I N E S F O R T H E F I J I I S L A N D S D R A F T 2 ▲ Part A & B & C.indd 126 7/30/08 10:56:18 AM N a N o d a M a t a n i c i v a H u m a r e M o t i Portfolio A collection of children’s work, and other information about children, which, when analysed, is an assess- ment tool that teachers use to make judgments about children’s learning and development. Prejudice Unfair judgment, bias or discrimination Repertoire This is a collection of some kind; e.g. a teacher may have a repertoire of stories or games or teaching strategies from which they can select. S/he This is an abbreviation of ‘she or he’. Socio dramatic play Socio dramatic play is pretend or imaginary play that involves children negotiating roles and interacting with each other. Spatial This comes from the word ‘space’. As children become aware of their bodies, they are also learning how their bodies occupy space. They learn concepts such as under, over, behind, and the words to go with these concepts. This is called spatial development. Spontaneous incidents These are the unplanned events that occur through a day and which provide opportunities for teaching r and learning; also called ‘teachable moments’. Strand A part or component of something. Each F aft ALD in the curriculum guidelines is divided into strands and each D strand is then divided into sub strands. Sub strands are parts of strands. Transition Refers to a shift or movement from one place to another. Often used in relation to children moving from home or Kindergarten to school; hence the term ‘transition to school’. Transition activities Early childhood teachers need to manage the movement of children between activities; e.g. the time be- tween a group activity and snack time. They use short activities such as songs and games which are called transition activities. 127 D R A F T 2 K I N D E R G A R T E N C U R R I C U L U M G U I D E L I N E S F O R T H E F I J I I S L A N D S ▲ Part A & B & C.indd 127 7/30/08 10:56:18 AM N a N o d a M a t a n i c i v a H u m a r e M o t i raft D 128 K I N D E R G A R T E N C U R R I C U L U M G U I D E L I N E S F O R T H E F I J I I S L A N D S D R A F T 2 ▲ Part A & B & C.indd 128 7/30/08 10:56:18 AM
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