Kindergarten Resources and Classroom Materials Guide

1 Kindergarten Resources and Classroom Materials Guide Prepared by: Curriculum and Accountability Team Spring 2008 Table of Contents The Kindergarten Learning Environment p. 3 A Quality Kindergarten Environment Teacher Reflection Guide Core Professional Resources In God s Image and Supporting Resources Classroom Furniture and Storage Equipment Learning Centre Materials and Equipment p. 12 Instructional Materials and Aids Audio Visual Equipment OESS Software Active Outdoor play Equipment List of Suppliers TCDSB Kindergarten Resources and Classroom Materials Guide , 2008 2 The Kindergarten Learning Environment The key components of the Kindergarten learning environment are: theuse of space in the Classroom and outdoor area; the use of time during the day and the appropriateness and variety of Resources available bothpeople and Materials . In planning programs, teachers should ensure thatthe learning environment is inclusive and that it is one in which children feel comfortable and safe, yet stimulated to learn and explore.

2 The Kindergarten Program, 2006 In developmentally appropriate Kindergarten classrooms, teachers ensure that the learning environment is not only safe and secure but also stimulating, inviting and promotes learning. The Classroom is prepared thoughtfully with the young child in mind, so that learning can take place naturally through play but also, with guidance and instruction using appropriate Materials . Resources are carefully selected to invite play , discovery, experimentation, problem solving and higher order thinking skills. They enhance learning, support the various and changing needs of children and capitalize on how children learn best, through manipulation, exploration and play . In Kindergarten , children benefit from many types of Materials that support and nourish development in all areas. A wide of Materials and Resources are required that: Facilitate social understanding and cooperative interactions with peers; Encourage creative expression, awareness and confidence in art, music and movement; Promote development of foundational literacy and numeracy skills and Support understanding and concepts related to nature and science, critical thinking and the scientific method.

3 Providing a variety of Materials for children s independent learning activities also allows teachers to respond to the individual differences of children. Although appropriate Resources and Materials are integral to an effective Kindergarten environment, the organization and care of these Resources cannot be understated. Kindergarten teachers need to ensure that all Materials and Resources are safe and well maintained. Toys and equipment must be cleaned regularly and checked for safety. When planning for and organizing Resources in the Classroom , Kindergarten teachers should: Organize Materials into labelled bins or baskets using words and pictures Ensure that Materials are readily accessible to chilren Label shelves and baskets with corresponding symbols, stickers or labels to Guide and assist children with tidying procedures TCDSB Kindergarten Resources and Classroom Materials Guide , 2008 3 Change or add Materials at learning centres throughout the year to maintain interest and respond to the developing needs of children Incorporate authentic, natural Materials wherever possible Select Materials and Resources that are inclusive in nature and reflect the diversity within the Classroom , community and wider society ( , dual language books, art works from various cultures, male and female dolls of various ethnicities) Include literacy and numeracy Materials throughout the Classroom at various learning centres.

4 The purpose of this resource is to Guide educators in making informed decisions regarding developmentally appropriate Materials and Resources for quality Kindergarten classrooms. Although not exhaustive, the lists provide suggestions and considerations when creating effective learning environment for young children. TCDSB Kindergarten Resources and Classroom Materials Guide , 2008 4 A Quality Kindergarten Environment Teacher Reflection Guide The learning environment plays a critical role in the way the teacher guides skill development of young children. The choice of Materials , the physical layout, the organizational structure and routines are all critical components in creating a quality, developmentally appropriate Classroom and reflect the teacher s fundamental beliefs about how young children learn. The following Guide could be used by Kindergarten teachers in reflecting about their classrooms or for discussion purposes with other early years staff.

5 A. Organization and Space The Classroom is safe and stimulating and invites inquiry and promotes learning. There are well-defined areas for learning centres with a balance of noisy and quiet areas. Flow and movement of children in the physical layout of the Classroom is facilitated. There is a large open gathering area for the whole class to meet. Learning centres are positioned to promote interaction and socialization. Learning centres are organized so when the children are working they are visible to the teacher. Children have easy access to Materials at the centres. Children are familiar with routines. Routines are reinforced or re-taught when they are not working. There is more children s work displayed in the Classroom than teacher-made or commercially produced Materials . There is a space designated for children to display their chosen work. There is a prayer table that reflects the changing liturgical seasons. There is large, visual word wall that is accessible to both the children and the teacher.

6 There is a well-organized math wall that contains an ongoing record of what the children are learning in math and provides a reference for ideas and support. There is a planning board that encourages children to plan and choose learning centres and/or activities B. Time There is a large block of time for children to engage in their choice of learning-based play (45 minute minimum). Time for whole class instruction is kept to a minimum at any one sitting. There is time each day of literacy and numeracy instruction and exploration. There is time for children to share ( , activity-based sharing, author s chair, newstelling etc.). There is time each daily for physical activity and movement. The schedule follows a consistent pattern but is also flexible to meet the needs and interest of the children. Please consult: A Guide to Effective Timetabling in Kindergarten (TCDSB, 2008) for more specific details. TCDSB Kindergarten Resources and Classroom Materials Guide , 2008 5 C.

7 Resources and Materials Materials are developmentally appropriate, open-ended, safe and in good repair. Materials are inclusive and reflect the diversity of the Classroom and the community. There are literacy centres in the Classroom ( , writing, language, alphabet, listening and library centres). There are discovery/exploration centres in the Classroom ( , math, science, water, sand, art, painting, computer centres.) There are dramatic play centres in the Classroom ( , house, puppet , blocks, toys centres) The learning centres are well organized, clearly labelled and accessible to all children. Materials are added or removed to maintain interest and the changing needs of the children. The children are well aware of the expectations for each learning centre. There are appropriate Resources to support the development of literacy and numeracy skills at the learning centres. Children have access to a range of Materials at the arts centre that will allow for exploration of various Materials , techniques, art forms and open-ended responses rather than only product-oriented crafts.

8 Goals to improve my learning environment: Steps I will take to improve my learning environment: TCDSB Kindergarten Resources and Classroom Materials Guide , 2008 6 Core Professional Resources for Kindergarten The following are Kindergarten core Resources available in schools across the Toronto Catholic District School Board. General Assessment, Evaluation and Reporting in the Kindergarten Program (TCDSB 2006) is a new support document for Kindergarten that is aligned to the revised Kindergarten Program document. It provides teachers with practical suggestions for Classroom assessment complete with recording tools. It also outlines and describes reporting procedures using the new online Kindergarten Progress Report application. Collaborative Early Learning and Care Programs for Young Children and Families of the Toronto Catholic District School Board (TCDSB, 2008) is a new resource developed by the TCDSB Early Years Steering Committee.

9 The purpose of this resource is to describe the early years governance model for the Toronto Catholic District School Board and suggest practical ways in which staff can work with community partners to create collaborative, quality early learning and care programs for young children and their families. Education for All: The Report of the Expert Panel on Literacy and Numeracy Instruction for Students with Special Needs, Kindergarten to Grade 6 (Ministry of Education 2005) recommends effective practices based on research, that would allow teachers to improve and reinforce effective instruction of reading, writing, oral communication and mathematics to students who have special education needs. The Kindergarten Program (Ministry of Education 2006) is the revised policy document for Kindergarten for the province of Ontario. It outlines overall and specific learning expectations for children s learning in the following program areas: Language, Mathematics, Science & Technology, Personal and Social Development, Health and Physical Activity and the Arts.

10 Planning Entry to School Resource Guide (Ministry of Education 2005) is designed to facilitate the planning process for children entering school in September identifies existing effective practices across the province. Steps to School: A Planning Guide for Effective Entry to School (TCDSB 2007) is a planning Guide designed to assist school staff in organizing activities that support a positive entry to school for all children. A system planning calendar is included that provides a summary of activities and timelines to assist TCDSB staff and community partners with planning for a positive and successful start to school. Religion In God s Image (Canadian Conference of Bishops, 1993) is the catechetical resource for both Junior and Senior Kindergarten . It includes a teacher s resource binder, an audiocassette or CD, a story apron and puppet , cut outs, and 12 full-colour posters in a clear plastic tub. Language A Guide to Effective Instruction in Reading, Kindergarten to Grade 3 (Ministry of Education 2004) outlines planning and programming suggestions for reading.