Some Interesting Readings

I'd like to share with you some interesting reading that I have been doing over the past week, just in case you - like me - would like to increase your knowledge of what it means to be a Kindergarten learner.

1. "A pedagogy of control: Worksheets and the special need child"
Mellinee Lesley; Labbo, Linda D. Language Arts80. 6 (Jul 2003): 444.  This article focuses on the importance of providing children with 'authentic' literacy experiences, and not simply making them sit and complete worksheets. Research presented in the paper shows that forcing young children to do worksheets can actually limit their potential for early literacy skill acquisition. Some 'authentic' literacy experiences that you can take part in with your child include: writing a letter together to a family member or friend, writing a list of things that you need from the grocery store (or, more exciting - a list of things that s/he would like to do to celebrate a special day), writing in a journal (please note that for best results they should be allowed to express themselves in the stage of writing that they are currently in - perfect letter formation shouldn't be a primary concern).


2. A rather thought-provoking sites to visit: www.oklahomahomeschool.com/3Rs.html   - while this site shows a clear bias and I am in no way advocating for 'home-schooling,' I did find the discussion of "early versus late" starters in reading to be of interest. I agree with the fact that children often encounter pressure to perform in literacy very early in their lives. It is so essential that they do hands-on things as well!

3. "Early Years"  http://www.changelearning.ca/~cl/get-informed/understanding-human-learning/born-learn/early-years?    This is quite a shocking read - it really gets you thinking about just how important Early Childhood Education truly is... and how it is vital for parents to take an interest in their child's education and life in general:  "Research on the predictors of success at 18, for instance, show the single most significant factor to be the quantity and quality of dialogue in the child’s home before the age of five" (3). This article also provides a great deal of information about child development and play, and the unfortunately low levels of government funding that are granted to most programs.

Quelques photos

New Year's Resolution #5: Keep up with this Blog!!!! :)

Happy New Year! :) It's so hard to believe that 2012 is upon us already. The past few months have flown by, and I have been feeling sad about neglecting this Blog. For this reason, I have added it to my list of New Year's Resolutions! [Some others include taking the Additional Qualification Course 'Kindergarten, Part 1' through Western - it starts tomorrow and I'm actually excited :) - and being more mindful of where things are in the classroom, and where they should go... so far, I've only got the craft closet sorted out, but at least it's a start!]

I'm happy to report that Monday was a relatively smooth transition back into the regular school routine. We began the day with a variety of centres relating to snow and winter. These included mittens with different numbers des flocons de neige on them (the students were invited to count the number of les flocons de neige on each mitten in French, and to match it up with the corresponding printed number); a little experiment with ice (I froze some plastic animals into plastic glasses, and the kids were encouraged to think of different ways to 'melt' la glace - by holding onto it, or by pouring warm water over it); practicing les mots de l'hiver by tracing them into Epsom salts with their fingers; painting 'la neige' (we used white paint, white crayons and bubble wrap... and it turned out to be quite a messy art activity! Oops!). During Language, I introduced the concept of rhyme, and the students seemed to enjoy the game we played - they were given a picture card and asked to 'find their rhyme partner,' by walking around the circle and asking their fellow students if they had a card whose picture rhymed with the one that was on their card. I then read the story "Jillian Jigs and the Great Big Snow." The kids had fun identifying rhyming words in the story. We talked about some strategies that they can use to make sure that they know the whereabouts of their mittens, scarves and hats (as Jillian actually lost ALL of them out in the snow and her Mother was less-than-impressed!).  [Just as a sidebar, PLEASE do not hesitate to check our classroom Lost and Found area! We currently have two large tupperware containers that are full to the brim with childrens' hats, mittens, sweaters, etc. etc. etc.!]  

In Math the students explored centres that relate to number sense. They were responsible for placing the correct number of manipulatives into cups labeled with a number, they played a game during which a dice was rolled and they had to count the number of dots and place the corresponding number of sea animals into a drawing of a fish bowl, they practiced their number-writing using cards and chalkboards, and the SKs completed a counting and number-writing assessment page.


On Wednesday our schedule was changed due to our visit from the Scientist in School. We spent the morning in Room #4 where the students were enthusiastic to play with a room full of new-to-them toys! I had activities set up with a focus on assessment for the SK students as report cards are quickly approaching! We reviewed the concept of rhyme and read a non-rhyming book. I was impressed by the students' ability to re-tell the story. 


We spent the afternoon being awed and astounded by Scientist Jillian! :) She had a variety of fun exploration centres for the students to visit, all involving the five senses. The kids were involved in some very hands-on activities and discovered much about their senses, including the fact that the reason WHY we sense many things is because nerve messages are being constantly sent to our brains. Fantastique!