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KINDERGARTEN SCHOOL

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Overview of Kindergarten Curriculum

KPIS International School offers an international curriculum based on the California Curriculum which is a balanced curriculum including the following subjects: Language Arts, Math, Social Studies, Science, Thai, Information Technology, Chinese, Art, Music, PE, and Moral Studies.

In order to meet each child's individual needs, we use a combination of various theories of child development and learning: Multiple Intelligence, Montessori, Project Approach, and Whole Language Approach to our Kindergarten Curriculum.

1. Multiple Intelligences

Howard Gardner, Ph. D is a professor at Harvard University and invented the theory of Multiple Intelligences; he claims that there are several different kinds of intelligences. This gave teachers a way of beginning to understand different ways in which children learn.  It helped teachers to look at what students could do well, instead of what they could not do. Howard Gardner's identification of each of the intelligences are as follows:

  • words (linguistic intelligence)
  • numbers or logic (logical-mathematical intelligence)
  • pictures (spatial intelligence)
  • music (musical intelligence)
  • self-reflection (intrapersonal intelligence)
  • a physical experience (bodily-kinesthetic intelligence)
  • a social experience (interpersonal intelligence), and/or
  • an experience in the natural world (naturalist intelligence)

2. Montessori

Montessori is a greatly hands-on approach to learning. It encourages children to develop their observation skills by doing many types of activities. These activities include use of the five senses, kinetic movement, spatial refinement, small and gross motor skill coordination, and concrete knowledge that lead to later abstraction.  Our new Learning Center has been designed with Gardner’s Multiple Intelligence Theory and Montessori aspects of learning in mind.  All kindergarten classes attend weekly classes in the Learning Center.

3. Project Approach

A project is an in-depth investigation of a topic worth learning more about. The investigation is usually undertaken by a small group of children within a class, sometimes by a whole class, and occasionally by an individual child. The key feature of a project is that it is a research effort deliberately focused on finding answers to questions about a topic posed either by the children, the teacher, or the teacher working with the children. The goal of a project is to learn more about the topic rather than to seek right answers to questions posed by the teacher.

4. Whole Language Approach

  • Children are expected to learn to read and write as they learn to talk, that is gradually, without a great deal of direct instruction.
  • Learning is emphasized more than teaching... It is assumed that the children will learn to read and write, and the teacher facilitates that growth.
  • Children read and write every day--and they are not asked to read artificially simplified or contrived language.
  • Reading, writing, and oral language are not considered separate components of the curriculum or merely ends in themselves; rather they permeate everything the children are doing.
  • There is no division between first learning to read and later reading to learn.

KPIS Kindergarten Program is child-centered. The purpose of the KPIS Kindergarten Program is to:

  • promote the development of sensory, large motor and small motor development
  • provide activities in learning concepts such as numbers, language, alphabet, art, music, and science
  • promote the development of self-esteem, social skills, and independence
  • provide hands-on experiences
  • meet individual needs based on each child's own learning style
  • create a safe, nurturing, and fun learning environment
  • promote independent thinking skills
  • provide age appropriate activities
  • encourage the development of independent creativity, self discipline, and good peer relationships

 

Kindergarten Assessments

For on-going school improvement, everyone and every program must be monitored and assessed throughout the year. Thus, assessment of student learning is incorporated as an integral part of the teaching-learning process. We use a variety of different assessment methods, to name a few; oral presentations, student work observations and paper and pencil exams.

At KPIS, we also use the Bracken School Readiness Assessment (BSRA) to determine readiness for learning and the need for remediation of Kindergarten students.

The BSRA is generally used to assess academic readiness by evaluating a child's understanding of eighty eight (88) important foundational concepts in the categories of colors, letters, numbers/counting, sizes, comparisons, and shapes. The readiness concepts assessed in these categories or subtests are ones that are directly related to early childhood education and predict readiness for more formal education. The concepts are acquired in a developmentally predictable fashion that is consistent across cultures and language studied (Bracken,1988; Bracken, Barona, Bauermeister, Howerll, Poggioli, & Puente, 1990).

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Home-school communication

Home-school communication is vital to the success of your child's school experience. To keep you informed of what is happening at school your child's teacher will communicate with you daily through a Daily Report Book.

It will contain daily homework assignments (if any) as well as any special events or activities that your child has participated in and future activities. Parents are encouraged to write notes back to the teacher if they have any requests, questions, or comments.

In addition to daily communication, KPIS holds Parent-Teacher Conferences twice a year and also sends home Midterm Reports as well as final Report Cards four times a year, or once per quarter. Between reporting periods parents may request progress information by contacting their child's teacher.

Homework

Students in Kindergarten School will have daily homework. This will always include language arts (especially reading) and math since they are such important skills. There may be other assignments depending on the projects being undertaken by each class at any given time. Parents can expect their child to spend from ten to fifteen minutes on homework each night.