Kindergarten Information Night Good evening parents of Kindergarten

Kindergarten Information Night Good evening parents of Kindergarten Class 2017 Developed by Kindergarten Teacher Luda Ohrimenko 1

Reforms in ECL Bridge between EYL and school 5 Learning Outcomes Transition Australian and Victorian EYLF- The early years are a critical time of learning and development when brain development is at its peak. To improve early childhood education and give children the best chance in life Federal and State Governments undertook a series of reforms. These changes are highlighted in NQF, EYLF. YELF describes what children should learn 0 -8 years and identifies 5 Learning Outcomes. YELF brings all early childhood professionals (kindergarten and prep-teachers) to work together with you, parents and families to support children’s learning. It aims to highlight the importance of play-base curriculum, recognises that all children learn in different ways and at different rates and times. Among the reforms in Early Childhood Education is COAG's 'universal access' to 15 hours kindergarten per week. From 2013 every child has access to a preschool program in the 12 months prior to full-time schooling. The preschool program is to be delivered by a qualified early childhood teacher, in accordance with a national early years learning framework, for 15 hours a week, 40 weeks a year. Developed by Kindergarten Teacher Luda Ohrimenko 2

Our Goodstart Oakleigh South is funded by Victorian Government to provide Kindergarten Program. Our Kindergarten program is delivered by a qualified early childhood teacher and diploma supportive teacher. Developed by Kindergarten Teacher Luda Ohrimenko 3

Kinder Funding Allocation Recourses, equipment, materials, furniture Our incursion and excursion (This year we had 7 excursions and 10 Incursions) Extra curriculum Sport Program “Sport Buzz” Updating and renovating Indoor and outdoor learning environments Professional Development: conferences, seminars, workshops Outdoor Garden Turtles Developed by Kindergarten Teacher Luda Ohrimenko 4

Kinder Program All children have about 7. 5 hours a day of structured and nonstructured educational program which is integrated into our LDC service. All children have 2 sessions a day: morning and afternoon. Our Kindergarten program is designed in the way that allows the child to play and learn. It is based on children’s emergent interest and it is implemented through project approach. We support children in achieving National and Victorian Early Years Learning and Development Framework Outcomes. The programs for whole class, big/small groups and individual children introduce social/emotional skills, literacy: Drama, pre-writing, prereading skills, math, science, Music, Dance, Art, and active physical activities. The children grow their self-identity as individuals and member of the class, family and community. The children are supported in developing responsible behaviour, accepting rules, and limits, and following instructions. Developed by Kindergarten Teacher Luda Ohrimenko 5

Project Approach Children have a strong disposition to explore and discover. The Project Approach builds on natural curiosity, enabling children to interact, question, connect, problem-solve, communicate, and reflect. This kind of authentic learning extends beyond the classroom to each student’s home, community, nation, and the world. It essentially makes learning the stuff of real life and children active participants and constructors of their learning and shapers of their worlds. Project presents many opportunities for young children’s ideas to be valued, their creativity to be encouraged, their interests to be nurtured, and for their learning needs to be met. Projects are open ended studies of everyday topics which are worthy of being included in an educational program. Projects emerge from the questions children raise and develop according to their particular interests. Rather than offering immediate answers to the questions children ask, our program provides experiences through which children can discover the answers themselves through inquiry and science experiences. For example, if the children wonder what can fly and how- the teacher may organise Science experiences (Rocket Balloon) where the answer to these questions can be found by children. Children also consult secondary sources of information such as books and with their parents at home. Project investigations promote in-depth understanding and cover a wide range of relevant subtopics. For this reason projects usually take several weeks to complete—and sometimes much longer, depending on the interests of the children. Developed by Kindergarten Teacher Luda Ohrimenko 6

Learning Centres The classroom is set up with several Child-directed Learning Centers where the children learn through play. These centers include science/discovery, math & manipulatives, Construction Site, table toys , dramatic play, sensory (sand & water) table, music, art, library, and literacy, writing area. Children are encouraged to explore, gain information and master new skills through real life situations and hands-on activities within the learning centers. These child-directed and teacher guided centers are modified according to the project or program. Developed by Kindergarten Teacher Luda Ohrimenko 7

Examples of Projects and Learning Centres (what can fly and how) Drama Play: Aeroplane/Hot Air Balloon with Ticket Office +Puppet Theatre Discovery Table: Birds & Insects Science Table: Forces of Gravity/Weight concept of balancing forces Math Table: drawing flying things with simple shapes and measuring them. Symbolic & Cooperative Play: Airdrome and Space Table Library Writing Table Sensory Table: primary & secondary colours Art & Craft Table: aeroplane models, birds and insects sculpture and craft Construction Site Music Corner Developed by Kindergarten Teacher Luda Ohrimenko 8

Kindergarten Construction Learning Centre The children enjoy building new and new constructions of wooden blocks, Mechanical Kit, Junior Engineer and Lego. Mostly all our builders and engineers work in a team. The children work on problem-solving skills and engage in the decision- making process. They explore the space, positions, and other concepts such as balance, stability and check the balance and stability of their constructions through trial and experiment. Teacher’s role is to provide the children the opportunity to experiment with different types of blocks. In addition, the teacher introduces some plans and pictures of the houses, garages and displays the photos of children’s constructions near the construction site. 9 Developed by Kindergarten Teacher Luda Ohrimenko

Kindergarten Drama Play In our Kinder, children dramatise their favourite Fairy Tales and stories. In their play, children reflect their everyday experiences (visiting a doctor, shopping, family outings). Drama and Pretend Play supports our children’s understanding of the world around them and how they fit in it. While taking on different roles children explore different identities, cooperate and problem solve with peers, recreate real life situations and use imagination to create play situations with peers. Developed by Kindergarten Teacher Luda Ohrimenko 10

Examples of skills we focus on Art experiment with color, shape, size, line & various art media express ideas in creative ways fine motor skills (ie. cutting, drawing, painting) Literacy fine motor development (tracing and "writing") name & letter recognition creating forms with various writing tools language & vocabulary development Block Area explore math concepts (size, shape, weight, length) matching, sorting & organizational skills (during pack up & clean up) experiment with balance, spatial relations, length & weight Dramatic Play cooperate and problem solve with peers recreate real life situations use imagination to create play situations with peers Developed by Kindergarten Teacher Luda Ohrimenko Sensory Table large motor development (scooping, pouring, etc. ) explore textures, the five senses, and cause & effect relationships cooperate & problem solve with peers Library Area learn that print communicates a message identify parts of a book (cover, pages, illustrations) enjoy stories on tape & learn book handling skills "read" or retell a story by looking at the illustrations Math/Science Area sort objects by shape, color and size count a set of objects explore patterns with objects explore weight, size, balance and texture record information with graphs and drawings 11

Community and Parent Participation Australian Early Childhood Education recognizes that children learning and development takes place in the context of their families and communities, and you, parents as first and most important educators. Good Oakleigh South encourages parents, families to actively participate in their child's education. For example, you will receive the regular news letter about our projects. You can support your child learning by taking an active or any part you want in our program. Family members are asked to volunteer as classroom helpers and special guests to add to the preschool experience by sharing their talents and interests with the children. This involvement strengthens homeschool relations and increases the diversity within the program. Also our excursions and incursions build our connections with a local community: with public libraries, health services, schools and more. Parentsvolunteers- express interest One of the exciting projects to strengthen the links between our classroom and all our kinder children’s families is the project with our Kinder Mascot. At the end of the week according to the roster one of the children will take Kinder Mascot home to spend a weekend together Developed by Kindergarten Teacher Luda Ohrimenko 12

Examples of parents contribution Curriculum is comprised from children’s emergent interests, intentional teaching that purposefully focused on children’s current educational needs and parents contribution: expectations on you child education, learning and goals, your suggestions about what we can focus on (parents Voice in Portfolios and Reflection Journal, Story Park) Educational Sessions organised and run by parents Developed by Kindergarten Teacher Luda Ohrimenko 13

Curriculum & Assessment Kindergarten Math & Science Programs The kindergarten curriculum will include Math experiences. This program is designed to teach and reinforce skills in the areas of counting, sorting, patterns, classifying, number concepts (quantity, number name, matching numeral to quantity), graphing, measurement, comparing, place value, and problem solving. The math & science activities include recording mathematical & scientific information in journals. Kindergarten Language & Literacy Program The language and literacy program includes shared reading, journals, dramatizing, and quiet reading times. The reading times are usually in whole or small groups and could be either teacher initiated or child directed. The goal of our literacy program is to teach phonics and reading skills as well as foster an appreciation for books and reading. We incorporate quality children's literature into the reading program and encourage children to use books in various ways throughout the kindergarten day. Literacy journals are used to help children understand different concepts about print. We accept all types of writing (invented letters, scribbles, copied letters, etc. ) and encourage them to "write" on their own. Developed by Kindergarten Teacher Luda Ohrimenko Student Assessments The kindergarten teacher will collect work samples throughout the year and conduct formal assessments of each child's growth and development. The assessment tool used measures the physical, emotional, social and cognitive progress of each child. Meetings with parents are held two times a year or on individual request. School Transition Statements 14

Behaviour Guidance Policy We are friendly with others and ourselves. We solve problems together. Mistakes are okay. We just need to learn from them Try your best Our goal is to support children in developing self-regulated behaviours. teaching children to manage and evaluate their emotions Acknowledgment (not praise) Awareness of emotions Listening Requests (not demands) Collaborative problem solving, alternative plans Apologies, agreements Developed by Kindergarten Teacher Luda Ohrimenko • • • 15 Support Time in: caring support Time away: sanctuary place Give up coercion

I belong in here: Ownership and contributing to the room The children are encouraged to sign in out To take different jobs in the room (Sustainability Monitor, Lunch Helper, Zoologist and so on) Independence Growing Self Esteem and attitude ‘I can do” Developed by Kindergarten Teacher Luda Ohrimenko 16

School Preparation and School Readiness (Academic Skills & Knowledge Verse Social & Emotional skills) Our Program reinforce, facilitate, and promote the skills children need to start school successfully after graduating from our kindergarten. Language skills: to be able to follow instructions and understand what teachers are saying, as well as being able to communicate what they know, want and need to teachers and peers Motor co-ordination skills: to dress and undress, unwrap lunch, use a pencil and scissors, and participate confidently in learning activities that require eye hand motor co-ordination. Concentration and emotional maturity: to be able to socialise, follow the rules, play cooperatively with classmates, to deal with the structured nature of a classroom and be able to focus on tasks, follow directions from teachers and cope with transitions from one activity to another. Social Maturity and Independence: minimum adult supervision at school, going to the toilet by themselves, dressing, and being able to follow a structured classroom routine, to deal with challenges like not always being the winner and complying with what a teacher asks of them, even if they do not want to. Developed by Kindergarten Teacher Luda Ohrimenko 17

What to bring in the room Spare clothes, compulsory individual sun hat labeled, water bottle and a few words about shoes: no crocs and thongs. Routine and Self help skills, self confidence: serving lunches, applying sunscreen, Personal Hygiene, taking responsibility for own belonging, dress/undress skills, taking classroom jobs. Relaxation Time , Show & Tell, Home Toys Support your child’s Transition, support he /she in growing the sense of belonging to this kinder room (displays, Birthday Chart, Measure Chart, World Map, locker, signing rocks) Developed by Kindergarten Teacher Luda Ohrimenko 18

Schools in our area • • Developed by Kindergarten Teacher Luda Ohrimenko 19 Oakleigh Primary School, 20 Warrigal Rd, Oakleigh VIC 3166 Oakleigh South Primary School, Riley St, Oakleigh South VIC 3167 St. Peter's Primary School, 842 Centre Rd, Bentleigh East VIC 3165 Coatesville Primary School, 21 Mackie Rd, East Bentleigh VIC 3165 Sacred Heart Catholic School Tucker Road Bentleigh Primary School Hughesdale Primary School, Brine Street, Hughesdale VIC 3166

Conclusion This is a room where all children are successful and capable learners. Our program gives children an opportunity to just “BE”, to think of new ideas, try them out, and discover feeling of self-satisfaction and joy of success. Our teacher’s job is not exactly to prepare children for school but to let them know they are successful and capable learners. Kindergarten is an important year for every child; when child builds on appropriate skills needed for school readiness. It is a foundation stone upon/above which formal education will later rest. Our program has proved to be very efficient, successful and very much enjoyable for children, families and educators. We give children strong academic skills, facilitate their confidence and independence. We teach them pricelessons of cooperation, collaboration, they learn to respect other people and appreciate different cultures. We make children know that they are successful and competent learners, we teach them how to learn and love learning. We make them believe they can do everything. I hope your children and you parents and we, teacher we all have a great and exciting year in the Kinder. Welcome to Kinder class 2017 Developed by Kindergarten Teacher Luda Ohrimenko 20