PRESCHOOL EDUCATIONAL PRACTICE

Transcription

1 STATE OF ISRAEL MINISTRY OF EDUCATION PRESCHOOL EDUCATION DIVISION PRESCHOOL EDUCATIONAL PRACTICE GUIDELINES FOR PRESCHOOL TEACHERS תש ע

2 Co-Authors: Aviva Sverdlov Ora Goldhirsch Dr. Ester Barocas Esther Ron Graciela Budnick Hava Biger Tova Shmueli Judith Finkiel Monica Winokur Mia Ronis Martine Worms Dr. AnatSela Fatma Kasem Ronit Amir Shirit Tallis SaritaSpokojny Tamar Eilon Coordinator: Sima Hadad Ma-Yafit, Head of Preschool Education Division Academic and Technical Reviewers: Prof. Eva Teubal Dr. Rina Michaelovitz Published by: Gaaf Advertising, Ministry of Education עשייה חינוכית בגן הילדים קווים מנחים לצוות החינוכי 2

3 TABLE OF CONTENTS Preface 4 Introduction 7 Preschool Teachers Commitment 8 Developmental Processes in Preschool Age Children 11 Optimal Preschool Climate 13 Preschool Staff 16 Class Organization and Administration 18 Educational Goals, Work Plans and Syllabus 22 Preschool Curricular Content 32 Working in Small Groups 35 Adapting Teaching Practice to Children s Ways of Learning 37 Parents as Partners in the Educational Processes 40 References and Professional Literature Recommended for Further Reading 44 APPENDICES Appendix 1 - Optimal Preschool Climate 47 Appendix 2 - Suggested Daily Schedule for the Extended- Day Preschool in the New Horizons Program 53 Appendix 3 - Operational Aims, Goals and Expected Behaviors following the Core Curriculum 60 Appendix 4 - A Strategy for Teaching-Learning in Small Groups 67 3

4 PREFACE The essence of preschool activity centers on the child and the educational process. The continuous educational process in the school system places particular emphasis on the children s individual personality from the moment they start preschool, providing for their physical, emotional, social and intellectual needs, allowing them to fulfill their potential, develop their inner creativity and widen their fields of interest. Implementing preschool educational goals demands wide professional knowledge, insight and sensitivity. It calls for a firm belief in the contribution of each child to the social tapestry of the group and to the preschool s range of pursuits and activities. Setting goals for preschool education and planning the means to achieve them are based on a developmental-systemic approach, covering all areas of children development while pointing to the reciprocal, multifaceted relationship between the basic characteristics of each child and his/her environment. Research, both in Israel and abroad, demonstrates that children s development requires a sense of security acquired through early emotional-social ties. Such ties influence the building of cognitive functions and academic abilities. Therefore, it is important to focus not only on the development of the children s cognitive potential at a young age, but also on their emotional and social wellbeing. The rich preschool environment stimulates children, inviting them to engage in enjoyable activities. The range and quality of the proposed activities form yet another level in the relationship between teacher and child, facilitating the child s emotional and intellectual development. 4

5 Preschool Educational Practice is intended for you, preschool teachers and early education staff. It summarizes the main subjects required to achieve those goals towards which you are working. The guidelines offered here are meant to encompass a preschool s fundamental educational concept, one that is shared by all preschools across Israel. From it, each teacher, together with the educational staff, devises his/her preschool s unique program and develops its various activities adapted to suit the characteristics of the children and their community. The text present preschool children s developmental processes: physical, emotional, social, linguistic and cognitive. These processes are interconnected and mutually influential. Strong emphasis is placed on the influence of the environment on children s development and a number of means are referred to in order to ensure an optimal preschool educational climate. The subject of team work and cooperation addresses organizational issues as well as regulations, routine activities, daily schedule and the outline of the educational environment. All of these, together with enlisting the cooperation and assistance of parents, will help in achieving the preschool s goals. Programming and organizing the daily work at the preschool enables the teacher to implement the educational goals. The program includes pedagogical and managerial components. The core educational curriculum of the preschool is presented, with an emphasis on guiding principles for selecting the learning material, taking into account its suitability for the children and the daily activities at the preschool as well as the children s previous experiences. 5

6 The basic assumption is that an environment that prompts children to participate in a wide variety of activities also promotes learning and enjoyment, strengthening the child s feelings of belonging and competence. I hope these guidelines will provide the basis for high quality early education that will continue to promote values-based practices at the preschool education system, while adapting to current social changes but still retaining the preschool principles and addressing the needs of young children. I am grateful to the Preschool Education Division staff for their contribution in outlining and writing this booklet. Sima Hadad Ma-Yafit Head of Preschool Education Division 6

7 INTRODUCTION The early years in children s development are prominent in building their personality and shaping their character. Preschool offers an educational framework for children between the ages of 3 to 6 that significantly contributes to their development and addresses their needs at the start of their journey through the state education system. It is important for this first encounter to be a constructive experience for children and their family, establishing a sense of trust and confidence that will accompany them from preschool throughout the whole school system. In their preschool class children join their peer group, forming various social interactions. They learn social mores and acceptable behavior patterns; they also develop sensitivity, awareness and empathy as well as moral values and social integrity. Through their diverse experiences the children become acquainted with the world and their natural curiosity leads them to investigate further, solve problems and realize their potential in a variety of subjects. Young children are prompted to play in a wide range of playing experiences: symbolic games, role playing (socio-dramatic games) as well as structured rule based games. Children learn to creatively express themselves in a variety of ways; preschool provides them with the space to experience movement and develop their selfconfidence and sense of competence and control. Each child s unique personality is developed while emphasizing individuality on the one hand and a feeling of belonging on the other. 7

8 The preschool educational staff works according to a systemic approach that takes into account the children, their parents and families, and the characteristics of their community. The staff encourages children to learn and research, widening their horizons through both pre-structured and spontaneous activities. Different contents and subjects are learned in a variety of ways, as well as the implementation of core curriculum programs, in accordance to the children s age, development and preferences. This booklet presents an outline of the following subjects:» Preschool teachers commitment» Developmental processes in preschool children» Optimal preschool educational climate» Preschool educational team» Class organization and management» Preschool educational goals, methodology and curriculum» Parental participation in preschool educational processes PRESCHOOL TEACHERS COMMITMENT A teacher s job is paramount in the preschool - having a significant influence on the optimal development of each child. Teachers must acquire and be fully acquainted with updated professional knowledge. The teacher is professionally committed to all the children, to each group in the preschool and to their parents. As part of the national educational system they operate within the outlines of the Ministry of Education policies and carry out directives issued by the Ministry as well as instructions imparted by the preschool supervisor. 8

9 The preschool teacher s professional commitment to the children is rooted in several basic principles: 1. Thorough acquaintance with each child through observations and follow up on their work, taking responsibility for the child s progress by carrying out systematic observations conducted during the school year. These are recorded in the child s personal file. 2. Quality interactions with each child: developing empathy and sensitivity to his/her needs; individually addressing each child s emotional needs and providing feedback on performance and behavior. 3. Identification of difficulties and needs and creation of tailored work plans for each child, taking decisions together with the child s parents regarding referral to relevant professional services. 4. Establishing a positive educational climate based on the relevant principles and standards and turning to specialized support professionals (psychologist/counselor) for assistance in distress situations. 5. Wise and well-planned choices of educational subjects and materials, in the context of the core curriculum. Their implementation is carried out in a variety of ways: individually for each child, in small groups and/or for each class as a whole. 6. Appropriate organization of the environment to suit the study program, setting daily schedules and establishing work patterns that will allow children and staff a safe environment to work and play. 9

10 7. Allowing parents participation and maintaining regular contact with them throughout the school year. 8. Connection with community services, involving them in the educational processes, (the relevant bodies at the local authority). 9. Establishing an educational continuum between the preschool and the local schools, maintaining contact with the school where the child will attend First Grade. 10

11 DEVELOPMENTAL PROCESSES IN PRESCHOOL AGE CHILDREN The development of preschool-age children is characterized by fundamental changes in every area: physical, emotional, social, lingual and cognitive. Development is not only biological - it also stems from experience acquired and learnt from the child s surroundings. These significant changes are interconnected and mutually influential. Emotional and Social Changes: children develop an awareness of others emotions and view points; they develop the ability to regulate their feelings, adapt their behavior to engage in current activities and are able to delay gratification. They learn to cope with frustrations and to focus on a goal. They develop self-esteem and a sense of competence; their social world widens; children in preschool establish interactions with children of their own age and with adults outside their family circle. They acquire life skills and social norms and learn to solve conflicts in ways that enable social relationships and friendships. Language Development: there is a deeper understanding of spoken language and children become more articulate, expressing themselves more fluently. Lingual abilities develop and they are able to hold a conversation; their vocabulary and conceptual abilities grow as well as the correct use of syntax in speech. Their introduction to books and other reading material encourages them to learn to read and write. Sensory-Motor Development: children grow and improve their physical prowess, their spatial orientation and their independence. 11

12 They become aware of their body and are able to use it efficiently and derive enjoyment from doing so. Their control of the environment and their ability to use different tools and props assist them to widen their range of activities. Cognitive Abilities: cognitive abilities develop and they begin to use complex processes to learn about and understand the world around them. Their curiosity heightens and they want to research, solve problems and find explanations for different phenomena; they begin to understand and construct symbols; their rich imagination is expressed in play and they develop abstract thought processes. 12

13 OPTIMAL PRESCHOOL CLIMATE A sense of belonging, self-worth and independence are basic needs in the development of every child. An optimal preschool climate offers a social-educational environment that is safe and supportive, equalitarian and aesthetic, encouraging children s development. Such an environment provides the children with a sense of security and safety and allows focusing on each child s personal development. The positive preschool climate is comprised of three major elements:» Organization: regulations, routine activities, daily schedule and the outline of the educational environment.» Interactions: between the preschool staff, the staff and the children, amongst the children and with the children s parents.» Emphasis on emotional, social and value-related issues in the preschool. ELEMENTS OF THE OPTIMAL PRESCHOOL CLIMATE» Physical and emotional security and a pleasant atmosphere» Quality interactions both individually and in groups (see following paragraph The Teacher-Child Interaction ).» Optimal opportunity for each child to develop in every area.» Individual attention to the needs of each child at his/her own ability level.» Active involvement in preschool activities and a feeling of belonging in each child.» Equal unbiased attention towards those that are different 13

14 » Cooperation between preschool, parents and the community.» Respect for different cultures» Environmental and aesthetic awareness in the preschool» Clearly defined organization, procedures and daily routine. See Appendix 1 - Optimal Preschool climate TEACHER - CHILD INTERACTION Interactions between the child and the preschool teacher are highly important due to their impact on the child s development. A good relationship forges a trusting and confident foundation. The preschool teacher is, together with the child s parents, a major role figure in his early childhood. The personal encounter between the preschool teacher and the child is key in creating a substantial dialogue in which the child stands as an individual and not merely as part of a group. This encounter is deliberately planned by the teacher to get to know the child personally and become acquainted with his/her unique personality. It is also an opportunity to listen to the child s needs and dreams and understand his/her difficulties. The emphasis is on the personal encounter that provides a sense of security, closeness, support and empathy. The aim is to observe the child and learn about him/her: family, friends, leisure activities and more. A genuine interest helps in establishing an accepting and holding environment in order to continue the dialogue. Sometimes, due to the child s developmental stage, language abilities limit the verbal dialogue and there is a need for non- 14

15 verbal means of communication. The encounter, therefore, might include a shared game, a short story - personal or otherwise, as additional ways for creating interaction. The teacher s empathy and consideration will encourage both verbal and non-verbal communication with the child. It is important to respect the privacy of the child and avoid mentioningthe details of these dialogues in front of other children. However, it is also important to advice parents when family details are revealed, according to the teachers judgment. This should be carried out sensibly, without harming the child s trust. In case the content of the conversation arises suspicion that the child s health or safety are at risk, the law demands that the teacher reports this and there is a need to operate according to regulations (as they appear in the General Manager s memos on the subject) and to notify the preschool s supervisor. In cases where the teacher feels she needs advice from a counselor or psychologist, she should first talk with each child at the preschool for some minutes as part of the routine preschool program. The teacher should hold 4 or 5 individual meetings every day as, when and where she judges appropriate. It is important to write a summary of each such individual meeting. These summaries form the basis for future conversations and for steering their involvement in the preschool daily activities. 15

16 PRESCHOOL STAFF The regular staff of the preschool include: the teacher-manager and an assistant as well as a supplemental teacher and assistant. In some preschools, there are other professionals such as a special education preschool teacher, a physical education teacher, a rhythm and music teacher as well as volunteers, who add to the regular staff. The teacher-manager is responsible for planning, preparing and carrying out the preschool program. She directs the staff s pedagogic-didactic work and is in charge of follow up and assessments; she maintains contact with parents and other professionals and is responsible for all the organizational aspects of the preschool. External specialized professionals are a source of support for the preschool, providing instruction and professional assistance to the teacher and staff. They are: the Area Supervisor, Disciplinary Instructors, Psychologists (from the localeducational Psychology Services), Educational Counselors and other staff from the local authority, etc. The preschool staff, according to the systemic approach, consists of a professional team linked by a mutual bond. They all have a shared goal and work as one in order to achieve it. The way leading to the desired outcome is one of reciprocal interaction and mutual influence. Staff teamwork is based on direct interaction and cooperation and is of supreme importance in:» Creating the optimal preschool climate 16

17 » Achieving educational goals and fostering children s development» Communication and cooperation with the children s parents» Expanding the staff shared knowledge and enhancing professional development Staff Cooperation and teamwork require: 1. Establishing communication channels and working procedures 2. Delineating areas of responsibility for each member of staff 3. Carrying out staff meetings scheduled throughout the school year 4. Defining responsibility and interaction channels with parents 5. Prescribing procedures for communication with external expert professionals 17

18 CLASS ORGANIZATION AND ADMINISTRATION Children gain security from orderly, organized surroundings. They enjoy the recognizable and familiar and are willing to try new experiences and face challenges as long as their surroundings are perceived as safe. The organization of the educational framework for pre-school children is important: apart from the physical layout of their surroundings, the general rules and timetable of the daily routine are also essential. It is important to see that the functionality of the preschool is suitable for a wide range of activities. The physical organization of the preschool is very significant in all areas of the development of pre-school children and the way they interact with each other. Procedures: knowing the rules and keeping to them. Instructions regarding the staff s work at the preschool, clearly defined rules for everyone at the preschool, children, parents and the staff, ensure its smooth running. Procedures set out in circulars from the General Manager apply to all staff, whilst others are formulated for each specific preschool in accordance with the requirements of the community served by the preschool. Educational environment design: it is important for the design of the educational environment to support and encourage children s curiosity, their wish to experiment, explore and create interactions. A suitable environment stimulates the children to widen their horizons and knowledge, develops their capabilities, helps them to understand boundaries and develops their self-control. The preschool educational environment includes various daily activity areas within the preschool itself and in the preschool yard. 18

19 Safe, well-lighted and well ventilated, clean areas make all these activity areas inviting. The furniture and fittings should be aesthetic and welcoming, well-suited to the children and what is expected of them. The preschool should contain designated activity areas such as: areas for free play (mom & dad, doctor s office, building blocks, games, etc.), handcraft tables, an area for eating, quiet corners for listening to music, etc. It is essential that the environments allow for:» Eye contact between adults and children» Children social interaction while at the same time allowing for privacy» Safe accessibility between various areas» Accessibility of equipment, games and accessories The yard should be located close by the preschool building and form an integral part of the surroundings. The yard should be easily accessible from the building. The yard itself should be conducive to free play, social and exploratory meetings. The layout of the yard should include both fixed and movable play units, a sand pit and a play house for role play. Some yards also have a study corner, an animal petting corner, a carpentry, etc. where the children can learn about nature and their environment. The yard is conducive to free physical activities: running, jumping, climbing, trying out the play units and the sand pit, as well as permitting physical instruction. 19

20 DAILY ROUTINE AND ACTIVITIES The smooth running of the preschool to accommodate the needs of the children and the staff is based on setting aside time for various activities each day. A familiar timetable allows the children, the parents and the staff to anticipate what will happen when, thus avoiding uncertainty and confusion. The daily routine provides children, parents and staff alike with a familiar framework, promoting feelings of security and belonging. The daily timetable should be constructed bearing in mind the abilities of the children per their stage of development and should include the following: basic life skills and habits, free play in the preschool dedicated areas and yard, movement, self-expression through activity and study of various kinds. The sequence of the various elements to be included in the daily routine and how much time is devoted to each activity are determined by the education staff. Observation of the children s activities will allow the staff to identify their needs and circumstances where flexibility is required in applying changes in the daily routine. A daily routine and known timetable is significant, as mentioned previously, not only for the children, but also for their parents and the preschool staff: For the children: it helps them form regular habits, take responsibility and become acquainted with time frameworks. For the parents: it clarifies expectations from the system and helps to coordinate home schedules with class activities. For the staff: it ensures smooth class running to achieve the educational goals of the preschool. 20

21 EXAMPLES OF ACTIVITIES IN THE CLASS DAILY ROUTINE Activity Establishing habits and basic skills for daily life Free play and games in designated activity areas Directed activities in small groups per specific individual programs Group activities for all the children Free play in the yard Examples Hygiene and cleaning activities, tidying up the preschool, meal times and preparing for meals, prayers and blessings (religious preschools) Activities in a number of areas to be selected by each child: > Role play games > Construction games > Reading and activities involving books > Games of comprehension (box games, computers, etc.) > Music and movement > Spontaneous investigation initiated by the child > Use of materials: activities in different designated areas Activities aimed at encouraging the development of the child in different areas (basic subjects) Group activities conducted by the teacher (music, role play games, physical activities, story time, etc.) Physical activities (play equipment, ball games, rope skipping, etc.), caring for the animals, play with natural materials (plants, water, sand, mud, leaves, earth, stones, etc.) See Appendix 2 for examples of daily schedules 21

22 EDUCATIONAL GOALS, WORK PLANS AND SYLLABUS Work plans and activity schedules help the preschool teacher implement educational goals into daily practice. The work plan is determined by the teacher-manager, in cooperation with the members of staff, and promotes shared educational practice processes. It includes both pedagogic and administrative elements. The administrative work plan: spreads throughout the school year and schedules timetables for staff meetings, parents meetings, evaluations and ensuing actions, community activities, meetings with relevant authorities, etc. The pedagogic work plan: details the knowledge, values, skills and capabilities the children are expected to acquire and the ways to foster them. AS PRESCHOOL TEACHER I WILL ASK MYSELF THE FOLLOWING QUESTIONS WHEN DEVISING WORK PLANS: What are my professional beliefs? What does the education system ask of me? Which administration policy documents do I need to read? Who are the children and their parents enrolled in the preschool this year? What are the cultural characteristics of the community? What resources are at my disposal? 22

23 THE SCHOOL YEAR PROGRAM Pedagogic 1. Goals determined by the teacher and preschool staff. 2. Range of major activities to attain the goals. Administrative Determining the main activities timetable such as: 1. Events 2. Evaluations 3. Activities including parents 4. Staff meetings 5. Meetings with officials MEDIUM-TERM PROGRAM Main program for preschool activities: Subjects, events, main goals Emphasis on the study environment Events in the class and in the community Reflective assessment Feb. Nov. May. Information gathering and evaluation Events in the class and in the community SHORT-TERM PROGRAM Operational goals Specific activities adjusted to the needs of different children groups 23

24 The syllabus includes goals that reflect the policy the Ministry of Education, county, local authority and the community, as well as the aims outlined in the education programs and the professional beliefs of the preschool staff. Work plans should define differential responses for specific children based on teacher s assessments and will allow expression of the children s socio-cultural context (community and family needs). Thorough and systematic acquaintance of the teacher with each child allows her to identify their capabilities, areas of interest, preferences and socio-cultural family background and is the starting point in outlining the class curriculum. Gathering information on the children should be on-going during normal preschool activities throughout the year. A variety of means are available to the teacher: conversations with parents and children, general observations and specific ones with the systematic observation tool Mabatim 1 as well as through the child s work and creations such as drawings, etc. The teacher will gather this information in each child s file three times a year, and will adapt accordingly the class curriculum to the children s changing needs. 1 משרד החינוך, התרבות והספורט )2002(, מבטים, מסתכלים בסביבה הטבעית על ילדים: חוברת הדרכה לעריכת תצפיות בגנים להיכרות מעמיקה עם ילדים בגיל 5-3 האגף לחינוך קדם-יסודי. 1 Ministry of Education, MABATIM: Observing children in their natural environment. A Preschool systematic observation manual for thorough acquaintance with children aged 3-5 (2002) Preschool Education Division 24

25 PRESCHOOL CURRICULUM The curriculum is an educational tool to help the teacher implement the preschool s educational goals into practice. It contains both educational and administrative elements that allow the teacher and her staff to organize and carry out their work. It is important that the curriculum be adapted to those who use it and, therefore, it needs to be determined by the teacher in conjunction with her staff. Basic principles have been outlined in order to create a common basis for all preschool education professionals. SYLLABUS Preschool children learn constantly, everywhere. They learn from experiences, either spontaneous or directed, and every experience contributes to their development. During their daily activities children acquire intellectual and social skills, knowledge and learning skills. Preschool children learn constantly, everywhere. They learn from experiences, either spontaneous or directed, and every experience contributes to their development. During their daily activities children acquire intellectual and social skills, knowledge and learning skills. An effective integrative syllabus, that is both enjoyable and challenging, fosters learning in a wide variety of subjects and contributes to the children s understanding of the world at large. 25

26 In preschools where the pedagogical activity is planned and aimed at defined objectives, children learn better 2. It is, therefore, important that each preschool have a written education program and allow all staff members to participate fully. The pedagogic work plan includes a breakdown of the knowledge, values, skills and abilities the children are expected to develop and design the ways for their promotion 3. Program implementation is always fruitful. Decisions taken regarding outcomes, in other words, the aims and methods of achieving goals, affect every aspect of preschool life. The aims of the syllabus are determined by the teacher and staff whilst adhering to the policies of the Ministry of Education, the local authority and views that educators strive to promote. Planning the work of the preschool should also demonstrate the professional expertise of the teacher regarding children s development, learning programs and her familiarity with the specific group of children at her class that particular year. It is important that the program allow children to reach significant results in terms of development and learning through a variety of age appropriate experiences such as: play, different ways expression, and learning things that interest them. When educators at the preschool depend on the education goals of the syllabus, these goals are concerned with daily activities and their interaction with the children whilst maintaining consistency. 2 NASBE - National Association of State Boards of Education, Executive version, (2006): Fulfilling the Promise of Preschool: Creating high-quality learning environments, Virginia, Oct Ministry of Education, (March 2000): Basic Program for the Preschool Education System, Preschool Education Division 3 משרד החינוך )מרס 2000( תכנית היסוד למערכת החינוך הקדם-יסודי, האגף לחינוך קדם-יסודי. 26

27 PRINCIPLES OF THE EDUCATION PROGRAM The preschool education work program:» sets targets that reflect the staff s professional views, the Preschool Education Division policy and that of the district and local authorities and the population sector, as well as the directives outlined by the learning programs;» reflects the expertise of each member of staff;» allows activities initiated on by adults and also by the preschool children themselves;» contains pre-planned activities and those generated following events in the preschool and local community;» designs working methods based on prior children s knowledge and helps construct new knowledge;» reflects the unique class structure and includes: > the design of the learning environment > range of activities taking place in the same area at one time > activities planned under the guidance of an adult as well as those planned by the children themselves» includes learning experiences that follow the developmental needs and educational requirements of young children: > games using different colors > various methods of expression > activities for children with different learning styles > integrative themes that children know and are interested in attending > far-reaching integration between subjects and development (not recommended) 27

28 » reflects the deliberate adaptation to the socio-cultural context of the community (family and community needs)» reflects children needs based on the teacher s assessments (medium- and short-term work plan)» reflects the teacher s reflective assessment of her work (self-assessment): the reflective evaluation of what has been achieved so far and will contribute in the future to help the children progress and what should be discontinued. THE EDUCATION WORK PROGRAM PROVIDES ANSWERS TO TWO QUESTIONS: Where we going and what are are the desired outcomes? What practices are necessary in order to achieve the desired results? Annual planning Medium-term planning Short-term planning What do we want to achieve? What is the desired result? Determine general goals showing the direction to be taken with each child After acquaintance with the children, determine specific goals for the next few months Determine detailed goals for activities with the all the children and with various groups of children How can we achieve the desired results? Determine the main, general ways to be repeated throughout the year Determine subjects, main goals, activities, changes in the preschool environment and set timetable Detailed activities for all the preschool children and for various different groups of children 28

29 ANNUAL EDUCATION PROGRAM The general aims are determined in the annual planning. These goals should be defined in detail and should characterize the way activities will take place throughout the school year. The education program for the whole year includes the results of repeated major courses of action that foster children development. Annual planning also permits coordination between the various staff members and assists in creating the optimal preschool climate. The Appendix to this document includes:» a collection of general goals in various areas as defined by the learning programs 4» several examples demonstrating key activities. MEDIUM-TERM EDUCATION PLAN The medium-term education plan derives from the goals of the whole year program and is based on the assessment of the children s needs and should also reflect events at the preschool and in the community. The time frame varies from one to three months. The medium-term plan sets out specific goals for the coming several months for all the children at the preschool and for various groups of children. For assistance when selecting goals, it is possible to use the details of goals outlined in the main education plan. Moreover, the plan also details the main regulations for preschools (subjects, events, main activities) and changes in the design of the educational surroundings. 4 References provided in each category - the official document cited 29

30 SHORT-TERM EDUCATION PLAN The short-tem education plan is taken from the medium term plan. The time frame in this case varies from a few days to a week and the program is based on assessments of the children s needs and should reflect the events in the preschool and the community. The short-term plan sets out operation goals and details activities for all the children as well as individual plans for various groups of children. When planning activities, it is important to remember: the subject of the activity, the areas in which the activity will help the children s development, the defined goals, the children who will take part in the activity, the instruction methods to be used, during what part of the daily routine the activity will take place, the location of the activity (inside the preschool/in the yard), if this is an one-time activity or if it will be continued), who will lead the activity (the teacher, the assistant, children, parent). ANNUAL WORK PROGRAM ORGANIZATION The preschool work plan covers the whole school year. An organizational annual work plan allows the preschool staff to schedule the attainment of goals and helps in planning instruction. The organizational work plan must determine the timetable:» for the children s participation in the different activities at the preschool;» to organize and coordinate the staff s work (meetings at least three times during the year);» to summarize information on the children and prepare future activities; 30

31 » to reflect on the work of the teacher and the staff;» parent participation;» community activities» meetings with interested officials The organizational annual work program is part of a portfolio which includes procedures, forms, letters, security and safety arrangements and preschool maintenance. Changes during the academic year may require updating the agenda. The daily schedule as well as topics of meetings and activities will be determined close to the time of the event. The educational program will include the core subjects: life skills, physical education, introduction to reading and writing, science and technology, math, art, bible stories, culture, heritage and tradition. See Appendix 3 - Operational aims, and expected outcomes as derived from the Core Curriculum. 31

32 PRESCHOOL CURRICULAR CONTENT The educational content covers all topics, concepts, values and skills that children should enjoy learning at the preschool, including content explicitly designed to delight and amuse. Content selection is made based on three aspects: Developmental Aspect: when setting a program, it is important consider the normal developmental range. However the individual abilities and personality of each child determine the level of the activities. The content should therefore allow the children, who are at various stages of their development, to develop and refine their abilities. Social and Personal Aspect: the program should be responsive to individual tendencies, personality traits and preferences, areas of interests and prior knowledge. It should also take into account his being part of a family and particular community with unique characteristics. Socio-Cultural Aspect: content contributors to children function in their socio-cultural environment. These materials reflect the values of the community and the foundation required for learning the various disciplines defined as essential for future study at school. When formulating the program, the teacher should make use of the main subjects as follows: Introduction to reading at the preschool, Physical education in the preschool, Math in the preschool, Bible stories and the Framework program (for topics for which no study program has yet been determined). It is also possible to make use of other teaching-learning materials developed by the Ministry of Education. 32

33 CRITERIA FOR SELECTING AND VERIFYING THE PROGRAM CONTENT 1. Significant, relevant and invites involvement > Children understand the task purpose > As close as possible to the children s world, close to the reality of their world > Associated with situations significant to the children 2. Appropriate for the children s abilities: > Within the children s scope of development > Based on previous information and connected with new information > Permits activities at varying levels of complexity 3. Responds to individual differences > Personal interests, preferences, tendencies and varying study methods 4. Responsive to Social and Environmental Differences > Respects and supports individual language and culture and creates ties between the culture in which the child grows and Israeli culture 5. Promotes children development in different areas > Addresses emotional needs > Reinforces sense of security and belonging > Fosters feelings of success and enjoyment through learning > Promotes development of cognitive abilities > Develops self-expression > Initiates experimentation in problem solving 33

34 > Invites social interaction and learning to make friends > Develops both gross and fine motor skills 6. Facilitates integrative learning > Topics with potential to encourage the children s development in different areas > The program contents integrate a variety of subjects and developmental areas 7. Allows to include core curriculum content 8. Reliable, true, accurate, does not create distortions 9. Permits a degree of freedom of initiative for children, parents and other professionals Children bring to the learning process their previous experiences and acquire new knowledge from new activities and interaction with others. They learn when given a chance to initiate and select age-appropriate activities, when they are allowed time to play and delve into a problem, they can enjoy the feeling of success that enriches the joy of learning. There are many ways of teaching children in preschool from activities and study goals as well as the time and the place for each specific activity. This is based on giving the children opportunities to learn: free pay, self-expression activities, experiencing with materials, didactic activities and guided learning. Activities are carried out in various forms: individual learning, small groups or class plenary. 34

35 WORKING IN SMALL GROUPS 5 A significant factor in furthering education is the involvement of children at different levels in one study group. Such a group also presents an opportunity to cooperate in solving problems as well as seeing things from different points of view whilst acquiring new knowledge. Preschool children have varying social interactions both directed and spontaneous. In spontaneous daily activities, the children pick their friends themselves and, for the most part, the teacher does not intervene in this process. In group activities, however, that are generated by the teacher, she does influence the make-up of the group in a number of ways: in the uniformity of the group, in its level of operation (homogeneous/heterogeneous group), the size of the group, the type of activity and in the direction and intervention given. A small group formed by the teacher can be heterogeneous and provide significant interaction for all the participants which may not happen when the whole class is involved. With a small group activity, it is important to bear in mind its educational aim in moving a process forward It is also important that the children be involved in groups with different functions: occasionally a group of similar children will be asked to perform as task, whilst on other occasions, a more mixed group may be asked to do this. When a child participates in a homogeneous group of children at a similar level, this assures 5 משרד החינוך, המזכירות הפדגוגית, האגף לתכנון ולפיתוח תכניות לימודים; האגף לחינוך קדם יסודי; האגף לחינוך מיוחד )2004( "בואו נחשוב על זה..." מדריך לטיפוח תהליכים קוגניטיביים בגן הילדים ולקידום ילדים עם קשיים התפתחותיים, מעלות, ירושלים. 5 Ministry of Education (2004): Let s think about it...preschool manual for the advancement of cognitive processes, Preschool Education Division 35

36 the pace of learning, progress, the amount of intervention and the abilities and difficulties will all suit that of the child for that specific subject or activity. When a child participates in a more heterogeneous group of children at varying levels, this may cause an acceptance/assistance interaction. Such a group can throw up results which would possibly not have occurred in a more homogeneous group. It is, therefore, preferable that the differences between the group participants not be too large. Note: even with a homogeneous group, it is important to change the mix of children a couple of times during the year at least thus avoiding fixed groups for the whole of the academic year. It is important that the children participate in groups with changing numbers of participants. The size of a child s group influences his performance as well as his interaction with his friends, his feelings of belonging and his responsibility for the outcome of the activities. It is also important that the children are part of groups of different types. Sometimes the activities will be concerned with a child s strong points and he will feel that he can contribute and help others; other times the activities will be concerned with his weak points and he will need to rely on the help of others in the group who are the leaders this time. Work in small groups is part of the routine daily life of the preschool. The teacher will help these groups each day when she feels it is appropriate. It is also important to document the work of each group and summarize the events at each meeting. This will form the basis for follow up on the progress of each child in each subject. (see Appendix 4). 36

37 ADAPTING TEACHING PRACTICES TO CHILDREN S WAYS OF LEARNING 6 Knowledge and understanding of how young children learn help teachers to choose appropriate teaching methods. The following table shows teachers methods in accordance with the ways children learn: Children Ways of Learning Children have prior information gathered from previous activities Children understand new information gathered from their surroundings Teaching Methods > Gather information on the children through conversations with parents, observation, talking to the children, looking through their handcraft, etc. > Acquaintance with the socio-cultural background of the children s community > Base preschool activities on developmental knowledge and acquaintance with the children themselves > Create an environment that allows for experiment: activity centers in the preschool with room to move, provide a range of games, accessories and materials but avoid too much choice. > Encourage the children to be active through suggestions on extending the activities to organize: intensify activities, looking for alternatives, initiate new tools or materials, etc. > Assist the children organize new knowledge through acquaintance with learning at the preschool. 4 Bredekamp, S; Copple, C. (Eds.) 2009: Developmentally Appropriate Practice in Early Childhood Programs Serving Children from birth through Age 8, Rev. Ed., Washington DC 37

38 Children Ways of Learning Children learn through interaction with others (both children and adults) Children learn through repeated experiences in the environment Teaching Methods > Organize areas conducive to activities with more than one child: tables to sit around, chairs in groups and facing each other, materials for cooperative games, etc. > Suggest activities that require cooperation between children in decision-taking and problem solving: creating something together, group table games, arranging tables for events, etc. > Encourage and support spontaneousgroup activities, group games, role playing, etc. > Join in the children s games when it is necessary to extend the range of the activity or game. > Create opportunities for work in small groups: spontaneous (adding children) or pre-planned by adults. > Talk to the children during the day every day (preplanned and spontaneously). > Encourage the children to express themselves: by talking, asking questions, through imagination, prediction, guessing, assertion, learning more and creating. > Create a daily routine that lends feelings of security. > Base teaching methods on methodically repeated major activities planned throughout the year. 38

39 Children Ways of Learning Children learn through their own initiated activities and they have freedom of choice Children learn they have a set period of time for an activity Children learn when from feelings of success Children learn through different types of games dealing with subjects that interest them and activities close to their hearts Teaching Methods > Stimulate and encourage the children to initiate activities. > Encourage them to feel they can control their own choices and decisions: allow them to choose from a variety of options (activities, materials, games, etc.) and respect their choices. > Suggest activities to suit the children per personal preferences. > Allow the children to organize and plan the activities without stopping them (the activities continues on another day). > Deal with long-term subjects and projects until the children learn to utilize their time. > Encourage the children to complete activities from beginning to end. > Suggest a range of activities within the children s scope. > Encourage children to try ore difficult activities to bring them on based on acquaintance with the child). > Provide practical input on previous activities, pointing out success. > Arrange an environment that encourages different types of activities: free play, drama, construction, educational, movement and music. > Integrate teaching through games with different materials. 39

40 Children Ways of Learning Children learn when solving problems Teaching Methods > Create situations that present the children with a dilemma that needs to be solved and encourages a range of suggestions. > Encourage the children to solve problems arising in the preschool and outside. > Encourage expression of different opinions: encourage posing any question; there is more than one right answer: listen to the different answers from various children. PARENTS AS PARTNERS IN THE EDUCATIONAL PROCESS Parents are the most important people in their children s early life. Cooperation between parents and the preschool staff paves the way to the educational process that will foster the children s development and help crystallize their potential. Preschool staff should create open lines of communication with the parents throughout the academic year based on mutual acceptance, trust and shared expectations, along with explaining the educational approaches and processes. Communication between staff and parents will be built on a foundation of respect, consideration of family culture and respect for the parents needs. Communication takes place at both levels: with the parents of all the children in the preschool as a group and also with each child s parents individually. 40