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EARLY BEGINNINGS - KINDERGARTEN CURRICULUM GUIDE 67
SocialStudiesandEnterpriseEducation
Early Beginnings!
68 EARLY BEGINNINGS - KINDERGARTEN CURRICULUM GUIDE
EARLY BEGINNINGS - KINDERGARTEN CURRICULUM GUIDE 69
Social Studiesand EnterpriseEducation
Social Studies and Enterprise Education is designed to promote the
socialization and personal development of the kindergarten child. It
presents the young child with the concept of self in the context of the
home, school, neighbourhood and community. Examples of social
relationships are taken from the child's personal experiences, and from
the local situation. The kindergarten child, in concrete or direct
learning experiences, can begin to gain an understanding and
appreciation of the importance of social interaction, and refinement of
personal development.
Specific CurriculumOutcomes
The following specific curriculum outcomes for Social Studies and
Enterprise Education are intended to be used when planning learning
experiences which enhance the child’s growth and develop an
understanding of past, present, and future.
It is expected that the child will
• work with others and complete tasks for which they are responsible
demonstrate self awareness (e.g., represent self in drawings,
journals, orally)
• demonstrate personal growth in self confidence and motivation
- apply previous knowledge to new situations
- express own point of view
- respond positively to encouragement
- set personal goals (e.g., read 5 books, draw 3 pictures)
• show awareness of the need for compassion, empathy, honesty, and
respect in dealing with others
• demonstrate compassion, empathy, honesty, and respect in dealing
with others
• demonstrate respect for personal and societal rights and
responsibilities
- show an awareness of the need for rules
- show respect for members of a diverse cultural group
• accept responsibility for his/her behaviour
• demonstrate responsible behaviour in caring for the classroom and
the school environment
• demonstrate the ability to persevere and solve problems
- recognize when a problem exists
- ask for help when necessary
- identify alternate solutions
- recognize the consequences of each alternate
- make a decision by selecting the best alternative
• practise effective communication skills
- express thoughts, feelings, and opinions in appropriate ways
- listen attentively to other points of view
- respond appropriately in a variety of social situations
70 EARLY BEGINNINGS - KINDERGARTEN CURRICULUM GUIDE
• participate cooperatively in social groups
• locate and acquire information through
- electronic sources
- print sources
- pictorial sources
- real-life interactions
• organize information through a variety of concrete representations
• evaluate whether information is fiction or nonfiction
• understand that real objects can be represented by symbols (e.g., as
on a map)
• develop space awareness
• develop temporal awareness by working on the concept of last
week, last month, next month, next year
• demonstrate an understanding of different occupations including
small business ownership
• demonstrate an awareness that irresponsible, abusive, and
exploitive behaviours are intolerable
• understand that family roles and societal expectations influence
behaviours
- become aware of school and social rules
• recognize that members of a family satisfy one another’s needs
• recognize that members of a family have different roles
• recognize that when budgeting, family necessities must be
accommodated before decisions can be made about nonessentials
• recognize that family and school members are important to the
local community
EARLY BEGINNINGS - KINDERGARTEN CURRICULUM GUIDE 71
HealthEducation
Early Beginnings!
72 EARLY BEGINNINGS - KINDERGARTEN CURRICULUM GUIDE
EARLY BEGINNINGS - KINDERGARTEN CURRICULUM GUIDE 73
Health A comprehensive school health program is intricately linked to the total
development of the child. The kindergarten health program supports
the intellectual, social, emotional, physical, spiritual and moral
development, and promotes the development of good health practices.
The experiences provided in a comprehensive health program at the
kindergarten level, are geared to the developmental needs, and the wide
range of individual needs and interests of the children in a class. The
health program connects the daily needs, interests, and experiences of
the kindergarten child to healthy practices.
At the kindergarten level a comprehensive school health program
should influence in a positive way, knowledge, attitudes and
behaviours. Through the involvement of the home, school and
community the health program should relate to every aspect of a child’s
life.
Specific CurriculumOutcomes
The following specific curriculum outcomes are intended to be used as
a guide when planning for learning experiences which will enhance the
attitudes, growth and development of young children.
It is expected that the child will
• understand that each person is special
• understand that as he/she grows some things change and some do
not (e.g., height, age, gender, skin colour, birthday)
• demonstrate respect for the health of self, others, and the
environment
• know some community helpers (e.g., teachers, parents, police,
school patrols)
• identify and apply safety rules in a variety of everyday situations
(e.g., telephone for help, follow traffic signals, follow safety rules
for Halloween)
• know the symbols for poisonous and flammable
• recognize personal needs (e.g., brushing teeth, washing hands
before eating, combing hair)
• understand that healthy foods give the body energy and help it
grow
• understand that the teeth and tongue help us to make certain
sounds and to speak clearly
• know that the body has many parts (e.g., arms, legs, hands, feet,
head, ears, eyes, nose, neck)
• understand that the senses are used to give us information about
the world around us (e.g., eyes to see, nose to smell, ears to hear,
tongue to taste, skin to touch)
• understand that each person experiences a variety of feelings (e.g.,
happiness, sadness, fear)
74 EARLY BEGINNINGS - KINDERGARTEN CURRICULUM GUIDE
• understand that some touches make us feel upset and confused
(e.g., hitting, rough wrestling, too much tickling)
• understand that we are all members of a family
• understand that friends share and play together
EARLY BEGINNINGS - KINDERGARTEN CURRICULUM GUIDE 75
PhysicalEducation
Early Beginnings!
76 EARLY BEGINNINGS - KINDERGARTEN CURRICULUM GUIDE
EARLY BEGINNINGS - KINDERGARTEN CURRICULUM GUIDE 77
PhysicalEducation
Note: For further elaboration on the
Physical Education Curriculum, refer
to Adjusting the Focus: A
Curriculum Framework for Physical
Education.
Physical Education at the kindergarten level places emphasis on
movement and the whole child. Process skills are emphasized where
children develop movement strategies to react to various situations,
solve problems, and make decisions.
Taken as a whole, and developed on a continuum throughout the
school system, the outcomes of the physical education program
encourage learners to develop physically, cognitively, socially,
emotionally and spiritually, in, about, and through movement
(Adjusting the Focus: A Curriculum Framework for Physical
Education, 1996).
Education about movement is concerned with learning concepts, rules
and procedures ranging from simple spontaneous movements to
complex structured movements. At the kindergarten level the theme of
movement might involve a project with references to pastimes and
games. This may be conducted within a physical education unit or
integrated with other subjects. Movement concepts such as running,
jumping, throwing, catching, turning and twisting might be
introduced, observed and practised. Education about movement is
confined to the transmission and transaction of movement knowledge.
Education through movement is concerned with the affective
contribution of movement as a means to an end. Here movement is
used to achieve outcomes related to moral values and conduct, aesthetic
understanding and appreciation, social interaction and socialization, or
the use of leisure time that may be outside of any physical activity.
Education in movement is concerned with the qualities that are
inherent in movement itself. It is concerned with knowing how to
move and engaging in physical activities while education in movement
emphasizes the learner as mover, it relates to and draws upon the about
and through dimensions at different times in varying degrees according
to the situation and setting. It is here, in movement when all three
meet, that education as transformation can take place in physical
education.
Viewed within these three dimensions, physical education includes the
entire physical activity experience that embraces an “Active Living”
philosophy.
78 EARLY BEGINNINGS - KINDERGARTEN CURRICULUM GUIDE
Specific CurriculumOutcomes
The following specific curriculum outcomes are intended to be used as
a guide when planning for experiences in physical education for
kindergarten children.
It is expected that the child will
• participate in creative movement activities (e.g., select and extend
personal movement to express a feeling or idea)
• participate with enthusiasm in movement and share movement
experiences with others
• recognize and accept that there are individual differences in
performances (e.g., diverse physical abilities)
• demonstrate spatial awareness as it relates to movement (e.g., be
able to find own private space to work in, move at varying speeds
without bumping into others, share space with one or more
partners and move in different directions and ways)
• develop large and small muscle control and coordination
• perform various locomotor and non-locomotor movements
necessary for active living (e.g., jump, hop, leap, slide, kick a ball,
toss, clap, bend, stretch, catch, button, lace)
• be able to stop and start on signal
• develop an awareness that games have rules
• demonstrate basic safe practices and fair play when engaging in
physical activity
EARLY BEGINNINGS - KINDERGARTEN CURRICULUM GUIDE 79
Art
Early Beginnings!
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EARLY BEGINNINGS - KINDERGARTEN CURRICULUM GUIDE 81
Art
“Young children have a natural
inclination to express personal feelings
and ideas, to explore and to create.”
Participation in visual art provides the young child with experiences
that stimulate creative and intuitive thought while developing aesthetic
judgement, ethical conduct, self-discipline, group planning strategies,
cooperation, a sense of personal worth, problem solving, and critical
thinking.
Young children have a natural inclination to express personal feelings
and ideas, to explore and to create. They strive to make sense of their
world by organizing information and input. When they become
familiar with and master new concepts, they are free to use these in
various ways. Creativity has to be nurtured and the process of creating
becomes as important as the product for the kindergarten child.
During the creative process the child can experiment, enjoy the sensory
experience, communicate, work out fears and relive experiences.
Art, for the kindergarten child, is a process of visual expression and
creation. It can result in a drawing, a painting, a print or three-
dimensional products such as sculptures and collages.
Children move from a scribbling stage, where they experiment with
marks on a page to a preschematic stage where the child has a subject
in mind when beginning to create. Some kindergarten children reach
the schematic stage where their imagery becomes more
representational. The transition to pictorialism begins, according to
Rhoda Kellogg (1969), between the ages of four and five. She advises
teachers to refrain from judging children's art and from providing
instruction on how to draw specific objects. It is preferable to
encourage artmaking using a variety of media and have children discuss
their intentions in creating visual imagery and art objects.
Most early childhood educators advise against using colouring books
and photocopied pictures with four- and five-year-old children because
they inhibit creative expression, are not developmentally appropriate,
and serve as poor aesthetic models.
82 EARLY BEGINNINGS - KINDERGARTEN CURRICULUM GUIDE
Specific CurriculumOutcomes
The following specific curriculum outcomes are intended to give
direction for experiences in art, for kindergarten children.
It is expected that the child will
• develop basic skills of interaction, cooperation and collaboration
through group activities in making art images.
• demonstrate a willingness to display images as part of a group
display
• compare artworks for similarities and differences
• recognize the importance of the art of other cultures and
demonstrate respect for that work
• state verbally a reaction to an art work created by another person
and explain the reaction
• develop visual awareness through describing, matching, aligning
and simple classification
• make choices among different media as part of the decision-making
process in creating art (e.g., draw, model, paint, construct)
• choose art images that have personal meaning and tell why
• use visual media as a means to express ideas, feelings, concepts
• draw upon personal experiences and acquired knowledge when
creating imagery
• demonstrate a willingness to develop and create visual imagery for
specific purposes (e.g., birthday card, Christmas)
• discuss intentions in creating an art work
• demonstrate a willingness to use simple art making tools
• develop safe practice skills in the use of art making tools and
materials
• identify a variety of visual art forms (e.g., photograph, drawing,
painting, sculpture)
• demonstrate pride in creating a final product
• identify the elements of design in the natural environment
• recognize that the elements of art and design can be used to convey
meaning.
• name, explore and use the elements of design in making art (e.g.,
lines, colours, textures, shapes, forms)
• describe the elements of design at work in an art object (line,
shape, colour, space, texture)
• use visual imagery as a means of recording personal experiences and
events
• develop basic competencies in art skills and techniques (e.g., use
brushes to create patterns and imagery)
EARLY BEGINNINGS - KINDERGARTEN CURRICULUM GUIDE 83
Music
Early Beginnings!
84 EARLY BEGINNINGS - KINDERGARTEN CURRICULUM GUIDE
EARLY BEGINNINGS - KINDERGARTEN CURRICULUM GUIDE 85
Music Young children have a spontaneous affinity for music. They often use
it to communicate. Music in a kindergarten program promotes
appreciation and enjoyment of music in all its forms. Appropriate
music activities for kindergarten children include: listening to music,
singing, playing instruments and moving to music.
Specific CurriculumOutcomes
“Young children have a spontaneous
affinity for music. They often use it to
communicate.”
The following specific curriculum outcomes are intended to give
direction for experiences in music for kindergarten children.
It is expected that the child will
• recognize the musical traditions of his/her own culture (e.g.,
seasonal songs, songs which validate our culture - fishing, logging)
• enjoy participation in singing, listening, moving, playing, and
speaking activities
• express his/her feelings and/or thoughts about music
• distinguish between beat and rhythm
• express beat and rhythm with the body and with percussion and
basic classroom instruments (e.g., keep beat using simple
percussion instruments and movements)
• explore personal vocal sounds using speaking and singing voice
(e.g., use high/low sounds, imitation sounds, imagery sounds)
• discover and develop the singing voice
• perform simple songs, rhythm chants, and finger plays
• develop awareness of the expressive controls in music:
faster/slower, higher/lower, louder/softer
• represent music through simple notation (e.g., high/low placement
on staff, beats, simple rhythm patterns, rests)
• develop an awareness of mood in music
• respond to music through careful, attentive listening
• recognize similarities and differences in music
• recognize available rhythmic and melodic instruments by sight and
sound
86 EARLY BEGINNINGS - KINDERGARTEN CURRICULUM GUIDE
EARLY BEGINNINGS - KINDERGARTEN CURRICULUM GUIDE 87
TechnologyEducation
Early Beginnings!
88 EARLY BEGINNINGS - KINDERGARTEN CURRICULUM GUIDE
EARLY BEGINNINGS - KINDERGARTEN CURRICULUM GUIDE 89
TechnologyEducation
The Nature ofTechnology andTechnologyEducation
“Technology , often thought of as
things, or products, such as cars and
computers is more appropriately
defined as the means by which people
meet their needs and wants.”
Technology , often thought of as things, or products, is more
appropriately defined as the means by which people meet their needs
and wants. It is comprised mainly of processes and strategies. Over
time these strategies have been organized and are referred to as the
technological problem solving model. One category of these strategies
is design which is widely used to develop products for personal and
commercial use. It is used in the publishing, graphics and other
communications industries.
Technological products have been part of human culture since
prehistoric times. Historically, the technological tools and processes
were generally understood by people in a society. However,
technological tools, products, and strategies have become more
sophisticated and dependent on knowledge of advanced scientific
concepts and processes . This has tended to present more challenges for
society in terms of how the tools and products work, how to use them,
and their effects on people, society and the environment.
The K-XII technology education program is described in the
Department of Education document A Curriculum Framework for
Technology Education: Living in a Technological Society. The program
is concerned with six major issues, written as General Curriculum
Outcomes in the framework. These issues are
• Nature of Technology which addresses the fundamental principles
of technological tools, processes, and products, the role of
technology and how people employ it to adapt to their
environment.
• Technological Problem Solving which addresses the processes and
procedures of using resources to create solutions to human needs
and wants. It is based mainly on design methods.
• Technological Impact which is concerned with the consequence of
technological activity on people, society and the environment. It
addresses technology as a powerful change agent.
• Technological Literacy which addresses the language and
terminology of technology used to describe technological concepts,
ideas, tools, products, resources and processes.
• Lifelong Learning which is concerned with the tools, skills, and
strategies that students employ to become more effective learners
through the use of technology.
• Technological Communications which provides a focus on the role
and practical use of computers in other areas of technology such as
90 EARLY BEGINNINGS - KINDERGARTEN CURRICULUM GUIDE
making products or moving products and people from one location
to another.
The technology education program employs five concept organizers.
Specific curriculum outcomes are identified for each organizer.
Communications
The basic communications principles of encoding-decoding, storing-
retrieving, and sending-receiving, are employed when we read and
write, use the telephone or obey traffic signs. They are also essential
concepts in understanding how to use a computer effectively.
Control
The basic control principles of switching, sensing, and regulating are
employed when we turn lights on and off, set the thermostat, adjust the
curtains to control sunlight, water and weed plants, program the
settings on a microwave oven, and select a particular wash cycle on the
dish washer.
Production
The basic production principles of combining, forming, separating, and
finishing are employed whenever any physical object is made. This
includes, for example, making food, clothes, consumer products such as
pens and cars, dishes, paper airplanes, paper mache objects, and big
books.
Energy and Power
The basic energy and power principles of conservation, conversion, and
transmission are employed in many modern devices including
household appliances, radios, CD players, cars and toys. These
concepts may be beyond the level of the students. However, they will
be familiar with things that operate on the basis of these principles.
Biotechnology
The basic biotechnology principles of propagating, growing, adapting,
treating, maintaining, harvesting, and converting are employed to
create products in agriculture and aquaculture.
Specific CurriculumOutcomes
The following specific curriculum outcomes for technology education
are intended to be used to give direction for experiences in technology
education for kindergarten children.
Communications It is expected that the child will:
• Follow instructions to create products. (e.g., By following verbal
instructions make a puppet, a big book, a structure with blocks, a
plasticine object.)
• Communicate ideas for making a product. (e.g., Draw or paint a
picture to describe how to do something; describe their actions in
EARLY BEGINNINGS - KINDERGARTEN CURRICULUM GUIDE 91
words; describe something by assembling a picture with geometric
paper shapes. )
• Identify different ways to communicate by using technology.
S (e.g., Discuss how to talk to someone in another place;
describe ways to share a picture or a story with people in
another country; using magazine and book pictures discuss
tools and devices used to communicate with others.)
Control • Identify common devices used in the home and school to switch
things on and off or to regulate processes.
• (e.g., Examine and discuss actual devices and pictures of
devices such as light switches, thermostats, door closers, door
lock, toilet lever, phone buttons, computer keyboard and
mouse. Discuss how they are used to make something
happen.)
• Operate familiar devices to switch or regulate things.
• (e.g., Use the phone, lock and unlock the door, use a
flashlight, turn the water on and off and set the volume,
change channels on the tv, with appropriate software use a
computer mouse to draw a picture.)
• Identify things that are used to turn on and off or change the
settings on something. (e.g., Find examples or pictures of buttons,
switches, levers, knobs, locks, dials, handles.)
• Make a manual device to turn something on or off.
• (e.g., Make a Plasticine plug to block a hole in the bottom of
a plastic jug in order to stop water from running out.)
• Control (turn on/off and regulate) a device or system.
• (e.g., Turn on a computer, start a program, perform the
operations that the program allows, stop the program and turn
the computer off; turn on the lights.)
Production Solve problems involving technology by using various tools, materials
and processes. (e.g., Make things from materials such as paper,
plasticine, wood or cloth by using tools such as pencils, scissors, rulers
and sandpaper. Use processes such as cutting with scissors (separating),
joining with glue or staples (combining), shaping clay or plasticine
(forming), and smoothing wood with sandpaper (finishing) to create
the objects.
• Compare the properties and uses of familiar materials.
• (e.g., Examine wood, metal, cloth, plastics, and other materials
and discuss concepts such as: hard-soft, smooth-rough, bends-
doesn’t bend, occurs in nature - is human-made. Make a graph
of the results.)
• Identify common tools. (e.g., Make a collection of common
everyday tools in the home and school. This could be a display of
actual objects as well as pictures from books and magazines.
Examples include: kitchen utensils, knives, hammers, saws, sewing
92 EARLY BEGINNINGS - KINDERGARTEN CURRICULUM GUIDE
machines. Discuss what they are, what they are used for, and how
to be safe around them.)
Energy and Power Identify products that use batteries, gasoline, electricity or wind to
enable them do things. (e.g., Make a collection of objects or pictures
that use batteries, fuel, electricity or wind power. Discuss things such
as what the object is for; what would happen if the battery died, the
fuel was used, or the wind stopped blowing.)
• Demonstrate understanding of how things move.
• (e.g., Using a favorite moving toy, demonstrate how it moves
by using it and describing what is happening; sort toys by their
energy sources such as: wind-up, battery operated, do not use
energy sources.)
• Make a product that uses air, batteries or some other kind of
energy to move. (e.g., Make a boat made from a styrofoam tray.
Give it a paper sail. Blow on the sail to make it move. Discuss the
relationship between how hard you blow and how far or fast it
moves.)
Biotechnology • Discuss ways that plants are started, grown, harvested, and
converted into useful products. (e.g., Make a display of pictures
of different kinds of plants. Include trees, food plants, and
decorative plants. Discuss the kind of plants that might be used to
make products like clothes, food, houses, and toys.)
• Create a useful biotechnology product. (e.g., Plant seeds
(propagating) for things like bean sprouts or peas. Care for the
plants by watering and nurturing their growth (maintaining).
Harvest the crop. If suitable, cook and eat the food (conversion).
• Discuss how things we make and do, affect the air and land around
us. (e.g., Discuss things like: farmers plow the soil and
sometimes rain washes it away; cars burn gasoline and the exhaust
can be smelly and affect the quality of the air.)
EARLY BEGINNINGS - KINDERGARTEN CURRICULUM GUIDE 93
ReligiousEducation
Early Beginnings!
94 EARLY BEGINNINGS - KINDERGARTEN CURRICULUM GUIDE
EARLY BEGINNINGS - KINDERGARTEN CURRICULUM GUIDE 95
ReligiousEducation
The Kindergarten Religious Education program focuses on what it
means to belong and feel welcomed in the family and community. It
also fosters an appreciation and respect for creation through exposure
to topics such as special seasons and celebrations, experiences of loss
and mourning, selected Bible stories, religious symbols, and the
uniqueness of their own bodies, children develop an awareness that
they are children of God.
Since there may be various religious beliefs represented in any
classroom, kindergarten teachers are encouraged to be inclusive of other
faiths, to help children appreciate differences in beliefs, and to ensure
that any information given about other faiths is accurate. Needless to
say any methodology used must be pedagogically and developmentally
sound.
Teachers are strongly encouraged to avail of community resources for
materials to support these goals. Adherents of the various faith
communities, if available, can be sources of information, stories and
symbols. Suitable materials may be available in school resource centres,
public libraries or on the Internet. The teacher is a key resource with
regard to modeling an accepting, loving and tolerant attitude. It is left
to the discretion of the teacher to judge the quality and appropriateness
of all materials used in helping children explore other belief systems.
Please refer to the primary Religious Education (Grades K-3) Guide
(1998) for further information on teaching strategies, assessment
activities and suggested resources.
The following specific curriculum outcomes are intended to be used as
a guide when planning for experiences in physical education for
kindergarten children.
Specific CurriculumOutcomes
Note: The Religious Education
Curriculum Framework - Draft
(1999) contains further elaborations
on religious education in the context of
the K-12 program
It is expected that the child will
• appreciate that celebrating special religious days is important in all
religions
• appreciate that celebrating special days is important for children as
members of their families, schools and communities
• appreciate the meaning of Christmas, Lent and Easter in the
religious context
• recognize symbols of Christianity such as the cross and manger
scene, and appreciate that other selected religions also have symbols
• recognize loving and caring as key principles of Christianity and
other selected religions
• be familiar with selected Bible stories and appreciate that other
selected religions also have stories
• respect the Bible and other sacred writings
• recognize a special day for rest, recreation and worship
96 EARLY BEGINNINGS - KINDERGARTEN CURRICULUM GUIDE
See Appendix F for further details on
teaching and assessment strategies for
kindergarten religious education
• realize that for Christians, Jesus is the model for living, and
appreciate that other living belief systems also have persons who are
models for living
• know that prayer can be a way of giving thanks (wherever
appropriate in the program)
• recognize the importance of belonging to a welcoming group
• appreciate and celebrate that they belong to a family
• recognize that they are children of God
• appreciate the uniqueness of their bodies
• be aware of their feelings and appropriate ways to express them
• be aware of their own talents and abilities
• realize the importance of their senses in exploring the world
• be aware of appropriate ways to express their likes and dislikes
• be aware that they have basic needs that must be satisfied
• appreciate God’s world with awe and wonder.