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The Learning Partnership Presents The Welcome to Kindergarten™ Program “Early development takes place in the context of families and communities and is.

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Presentation on theme: "The Learning Partnership Presents The Welcome to Kindergarten™ Program “Early development takes place in the context of families and communities and is."— Presentation transcript:

1 The Learning Partnership Presents The Welcome to Kindergarten™ Program “Early development takes place in the context of families and communities and is shaped by the day-to-day experiences and environments of early life.” Charles E. Pascal - Early Learning for Every Child Today (2009)

2 Before starting school, three and four year old children are given preparatory resources and experiences to position them for school and lifelong learning. School Family Orientation Session(s) School Team and Community Partners (training, planning and delivery) Pre-registered Kindergarten children and families Early literacy and numeracy resources Strategies and activities Annual Implementation Survey What is The Welcome to Kindergarten program?

3 WTK Growth

4 "Every dollar spent in ensuring a healthy start in the early years will ensure Canadian children become better educated, well adjusted and more productive adults.” Dr. David Butler, Canada's Chief Public Health Officer, 2008 “There is a 7:1 return on public investment for programs for young children compared to a 1:1 payback from adult education.” James Heckman, Nobel Laureate Economist, 2008 Why the Welcome to Kindergarten program?

5 “If society doesn’t invest in early childhood development for families with young children, we risk damaging the next generation.” Dr. Fraser Mustard, 2004

6 “The Welcome to Kindergarten Program brings together schools and community agencies to support families of pre-kindergarten children. The goal is to give parents/caregivers the strategies and resources to make early learning activity and play a priority in the home and help children have a successful transition to school.” Welcome to Kindergarten Mission Statement

7  Templates of upper and lower case letters and numbers 1-10  Magnetic letters and numbers  Playdough recipe (playdough provided by school)  Concept and story books  Crayons and pencil  Glue stick, round end scissors, coloured construction paper  WTK CD of Song  Activity Ball  Key Messages and Parent Information Page: (translations available in Arabic, Bengali, Chinese, Cree, Czech, English, Farsi, French, German, Gujarati, Hindi, Hungarian, Italian, Korean, Pashto, Polish, Portuguese, Ojibwa, Punjabi, Russian, Somali, Spanish, Tagalog, Tamil, Turkish, Ukrainian, Urdu, Vietnamese) NEW THIS YEAR:  Family Activities Resource Booklet  WTK Family activity calendar The Resources in the Welcome to Kindergarten Bag

8 Books in the Welcome to Kindergarten Bag Whoosh!: This book presents creatures that love water as much as we do. Each two page spread shows an animal in a watery scene on one side and a child mimicking the animal’s activity on the other. Opportunities abound to explore the science of creatures that live in and around the natural world of water. Bear Listens: In this story, Bear listens to the wisdom of others. He learns from the Sun, the Water, the Trees, Mother Earth, and the Moon.* * Provided in the Aboriginal community schools Nat the Cat: Children are sure to love the whimsical images and beautifully crafted language that presents the story of two kittens as they alternatively spend their time sleeping and then cavorting throughout the house. This story is a rich read-a-loud that has endless possibilities for extension. I smell a Cat!: This is a counting book that describes how a group of ten squirrels respond to the presence and danger of a cat. The book uses repetition and rhyme to engage young children in a story that lends itself well to dramatization.

9 Enrichment Resources* WTK My Story Scrapbook The story of a WTK Orientation is told so the child and family can revisit their experiences and then use what they learned to do activities together that can be shown on the scrapbook pages. WTK Calendar The calendar is based on the 2014/15 school year and provides suggestions for weekly family activity each month. The monthly activities are play/inquiry based and will continue to build the early learning and literacy foundations needed for success in Kindergarten. * For more information, please contact:

10 Results: Findings from WTK Evaluations Families use the WTK resources in the home Parents report learning new strategies Children develop skills for self-regulation e.g. listening, sharing, taking-turns Children demonstrate book handling skills Families develop an increased level of trust in their school Families learn about community agencies, programs and resources Families/schools/community partnerships are established

11 Welcome to Kindergarten TM Program Orientation “Must Do” Checklist  Ensure outreach to all your local community partners.  Plan for the centres to include the essential centres displaying the Welcome to Kindergarten resources (books, playdough, magnetic numbers and letters, cut and paste, music, ball, science, calendar, app). The number of centres should be determined by you.  Ensure that each centre has a leader or leaders (teacher, ECE, administrator, community partner, parent volunteer). (continued)

12 Welcome to Kindergarten TM Program Orientation “Must Do” Checklist  Prepare a brief script for the leaders to ensure that the key messages and rationale for activities are delivered to parents (refer to WTK document “Guidelines for Use of Welcome to Kindergarten Resources in Parent/Child Orientations”). Posting the key messages, along with verbal reinforcement, is important.  Enable parents to participate actively with the children.  Ensure that there is sufficient space and seating for children and adults at each centre.  Be sure to complete the WTK Implementation Survey following your orientation event.  Plan for follow-up session(s) with your community partners.

13 Just Playing by Anita Wadley © 1979 When I’m building in the block room, When I’m getting all dressed up, Please don’t say I’m JUST Playing. Setting the table, caring for the babies, For, you see, I’m learning as I play; Don’t get the idea I’m JUST playing. about balance and shapes. For, you see, I’m learning as I play Who knows, I may be an architect someday. I may be a mother or a father someday. When you see me up to my elbows in paint, Or standing at an easel, or molding and shaping clay, Please don’t let me hear you say “she’s JUST playing.” For, you see, I’m learning as I play. I’m expressing myself and being creative. I may be an artist or an inventor someday.

14 Just Playing by Anita Wadley © 1979 When you see meWhen you see me combing the bushes for bugs “Reading” to an imaginary audience,Or packing my pockets with choice things I find, Please don’t laugh and think I’m JUST playing.Don’t pass it off as JUST play. For, you see, I’m learning as I play.For, you see, I’m learning as I play. I may be a teacher someday.I may be a scientist someday. When you see me engrossed in a puzzle, or some plaything at my school, Please don’t feel the time is wasted in play For, you see, I’m learning as I play. I’m learning to solve problems and concentrate. I may be in business someday.

15 Just Playing by Anita Wadley © 1979 When you see me cooking or tasting foods, Please don’t think that because I enjoy it, It is JUST play. For, you see, I’m learning as I play. I may be a cook someday When you see me learning to skip, hop, run and move my body, Please don’t say I’m JUST playing For, you see, I’m learning as I play. I’m learning to follow directions and see differences I’m learning how my body works I may be a doctor, nurse or athlete someday. When you ask me what I did at school today, And I say, “I JUST Played,” Please don’t misunderstand me. For, you see, I’m learning as I play. I’m learning to enjoy and be successful in work. I’m preparing for tomorrow. Today, I’m a child and my work is play.


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