Full Day Kindergarten: It’s About Time February, 21, 2012. Colleen Politano. email@example.com. Everything we talk about today is with the understanding that you are already doing wonderful things to support your learners!. What’s in the FDK document? A QUICK Overview
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It’s About Time
February, 21, 2012
Everything we talk about today is with the understanding that you are already doing wonderful things to support your learners!
A QUICK Overview
“Is this good use of children’s time?”
How can we use this gift of time
to help ALL children do their best learning?
What can we let go of?
What do we want to do ‘more of more often’?
the support we need to do our best for our children
Section 1: The Purpose of Full Day Kindergarten
Provides the rationale for play based, developmentally appropriate classrooms.
Sets the practical expectations for daily practice.
Routines, and Schedules
Flexible Learning Environment
Establishes the need for reciprocal relationships
with families and the community.
Developing Relationships with Families
A Seamless Day — Learning and Care Transitions
Family to School Communication and Reporting
A 3-year-olds brain is 75% of adults size brain and twice as active as an adult's brain.
Early experience and interaction with the environment are most critical
in a child's brain development.
Brain activity reaches a peak,
resulting in a large need for energy.
The brain is now 90% of its adult weight.
Ages 3-6 are the prime learning times.
Talking to young children establishes foundations for learning language
during early critical periods when learning is easiest for a child.
The nervous system takes in information from the senses.In the years birth to 12 the brain is maturing and it develops more rapidly between birth and age 5 later than during any other period.
What’s on your ‘brain?’
Children need to experience
child initiated play
teacher initiated play.
We can be
“guides on the side,’
eyes and ears open for opportunities
extend play for learning.
Snack before they go outside.
Some schools have children play first then eat later.
Ideally, increased paid supervision.
Try gradual ‘support to independence.’ buddy partners
Take children out before recess so they can have a ‘play through.’
Include kindergarten children with the other students
Provide a home base so they know where to go if they need help.
bright colored tablecloths at the $ store = ‘home base.’
Egertson, Harriet A.
The forces which have led to the development of
skill-based programs are reactive and
largely ignore the early childhood research base.
Advocates of developmental kindergarten programs
should emphasize the effectiveness of an active learning setting for advancing children's growth and development.
Brain research has shown that we need the whole picture
in order to make sense of the parts.
Skills must be learned in a meaningful context.
What about the folks who ask,
“Will it be an academic program?”
It is not a question of academics.
It is about methodology.
Do we want learning to be short term or long lasting?
age + 2 minutes
Make play work for children!
Let’s agree to never use the words
just and play
time for work and time for play
and accept that learning in a playful way is the most effective way to academic success!
We need to figure out how we can integrate play
into all aspects of our curriculum.
“Play is not what we do, but how we do it.”
Increase sensory input: the more ways our brain gets information the greater chance that more learners will be successful.
Our brains made sense of the world through actions and sight long before we had language.
We need to ask ourselves-what else can I do beyond “teaching by telling”-how can I involve my students?
Worksheets don’t grow dendrites.
to do great things
for and with your K’s.