Highwood Playschool
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our program
... Our Teacher
Ms. Jenn
I graduated from the University of Alberta with a Bachelor of Education with a Major in Elementary and a Minor in Early Childhood Education. I have spent the greater part of 10 years working with children of different backgrounds, abilities and ages. However, the preschool age has always been my favourite! The philosophy of this Playschool is one that I have been interested in since my first year of University and I am excited to implement those ideas and learning with the children.
Our Daily Routine:
The order of these activities for the 3-Year-Old class is (with approximate minutes):
Arrival,Group Time (15), Centers (75), Gym-time/Movement 1 - 2 times/week (30), Home Time.
For the 4-Year-Old class, the order is: Arrival,Group Time (15-40), Centers (90), Group Time (25), Gym-time 1 -3X/week (30), Home Time.
Individualized Planning:Arrival: Parents are asked to come with their children right up into the classroom. The teacher greets each child as they arrive, and helps put on his or her name-tag, then the child is free to explore and play.Centers: Ever-changing as the learning evolves through the year, they include:
- Blocks (with vehicles, ramps, trains, etc);
- Dramatic Play (with costumes, puppets, props, dolls, animals);
- Science and Math (with puzzles, manipulatives, nature items);
- Art Studio (paint, clay, collage, drawing, sculpture);
- Sensory Play (with sand, water and related tools and toys);
- Literacy (quiet corner with reading and writing activities);
- Music (listening equipment and instruments);
- Other activities that come and go may include: cooking together, sewing, theme dress-up days, evening events, visiting speakers, gardening, woodworking, field-trips, etc.
Group Time: We all meet on the carpet to share ideas, discuss our projects and learning, plan experiences, read or tell stories, enjoy music and rhymes, play learning games, and laugh together! Sometimes we may hear from visitor.Gym-Time: This is our large-muscle time, whether outdoors on the playground or field, in the gym, or in our own room. We play simple games, dance, do obstacle courses, go on nature walks, and more. The focus is often on health or nature.Home Time: Again, parents, please come right up into the classroom to get your child, see their latest ‘works,’ check your Mail Pouch, and visit with the teacher.
Through careful observation and planning, the teacher tries to provide each child with the environment, materials and activities that will best promote his/her over-all development (cognitive, physical, and socio-emotional). The teacher records her observations of each child’s interests, abilities, and next steps of development, and then designs the programming accordingly.
Our Three-Year-Old Program on Tuesday/Thursday is designed to be a gentle introduction to the school environment, emphasizing cooperation and group social skills. Learning-through-play occurs naturally while the children are led through age-appropriate and engaging learning themes (ie: Caring for Pets, Night-time, or Community Helpers). The Three-Year-Old Program helps to lay a foundation of basic school and social skills such as using words to express their feelings, asking for help when needed, taking turns and listening carefully. More importantly, the caring, safe classroom environment allows children to explore and discover confidently, and encourages them to follow their curiosity and satisfy their interest in the various materials and activities offered. Above all, they are shown that learning at school is FUN (a view which will serve them well now and throughout their learning careers)!
With the social and school-wise competency gained in the Three-Year-Old Program, children are well-prepared for the more complex learning in the child-directed style of the Four-Year-Old class on Monday/Wednesday/Friday. Over the past year, we have observed amazing outcomes by using the "Project Approach" with our older, 4 & 5 year old children.
For example, the case of a project on dinosaurs the teacher would first have noted that there was a general interest in the topic amongst the children of a particular class. Then the teacher and children document what the children know about dinosaurs already, and what questions they have about them. The teacher then plans and provides a wide variety of activities and materials that answer the children’s curiosity about dinosaurs, and that also address the different developmental needs of the children.
Children with Special Needs & ESL: We are an inclusive program and thus welcome all children into our playschool, and we strive to adjust our programming to suit the unique needs of each child. If your child has a diagnosed disability, we would like to discuss with you what programming adjustments might be necessary to make his/her playschool experience a terrific one. Please be willing to meet with the teacher before the start of the school year, if necessary. Similarly, we value the participation of children and families for whom English is a second language (ESL). We believe there are many benefits of cultural and linguistic diversity for all children/families, as well as for the program as a whole. As to best facilitate a smooth integration of children/families with ESL, we strongly recommend that a family member attend with the child(ren) during the initial adjustment period. The goal of this parent involvement is to support the child's learning of the classroom routines and expectations as well as to facilitate the acquisition of a minimal level of English competence. The timeframe for this period will be determined jointly by the teacher and parents on an individual basis.
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