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Miles Of Smiles
Termly Overview
In Term 1, the children focused on the Food Pyramid. Our children had fun learning all about the different food groups in the Food Pyramid through engaging art activities where they made a life-sized Food Pyramid. The children also went on a learning journey to the Health Promotion Board where they got to learn more about the Food Pyramid and the importance of eating healthier food.
Food - Food Pyramid
Transportation - Air Transport
In Term 2, Our children expressed an interest in learning more about air transportation. The children got the opportunity to learn about different types of aircraft in class and they even went on a learning journey to the Air Mobility Command Museum, where they got to see over 30 different types of aircraft. The children also got a chance to try the aircraft simulators. In class, the children watched videos and did art and craft activities where they got to design their own aircraft.
For Term 3, the children will be learning more about animals. In this term, the children would be focusing on the different animal habitats through watching videos, reading books as well as a learning journey to the Singapore Zoo. The children will be learning all about the different types of animals such as land, sea and air animals.
Animals - Habitats
Term 1
Term 2
Term 3
Kindergarten 1
Objectives:
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Describe what the word 'habitat' means.
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To sort out the different animals into their respective habitats.
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Learning Areas:
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Language and Literacy
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Numeracy
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Lesson Overview:
For the theme of Animals, the children will be focusing on the habitats of different types animals in this lesson. The children did an art activity where they colored different animals and sort the animals into their respective habitats.
Lesson: Habitats of animals
Documentation
Reggio Emilia documentation has the potential to serve many purposes during the children's learning experience (The Compass School, 2018). Effective documentation tells a story and the purpose of an event, experience, or development (NAEYC, 2008). Documentation extends the child's learning, provides accountability to families and others and it serves as a way to reflect and evaluate (ECDA, 2016).
In Teacher Bernette's lesson, she used different forms of documentation.
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As the children were doing their art activity, Teacher Bernette documented the process of their work. These pictures taken would be put into the child's individual portfolio. Documentation typically includes photographs of the children engaged in project work and this captures the planning, carrying out and completing of their work (The Compass School, 2018).
As the lesson came to a close, Teacher Bernette put up the children's completed artwork up on the wall of the classroom. Documentation also includes samples of the children's work as it makes learning visible and it allows the children to come back to it again and re-visit and interpret their learning experiences and this enhances their learning (The Compass School, 2018).
Through re-visiting and reflecting on their learning experiences through the documentation on the classroom walls, children are able to have new and in-depth understanding and it also stimulates memories of their experiences.
Scaffolding
Scaffolding refers to the guidance and support a teacher can offer to a child when the child is learning a new concept or building onto what they have already learnt (Knestrick, 2013). As a teacher, it is important to be responsive to each child's needs, strengths and interests as well as to know which strategies are developmentally appropriate for each individual child (Wells, 2011).
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During the lesson, Teacher Bernette scaffolded the child's learning by asking her questions such as "Why do you think the fish lives in the sea and not in the sky?" and "Where do you think the elephant lives? On land or in the sea?" A teacher should guide by asking questions and nudging children to explore concepts and building upon their prior knowledge (Wells, 2011).
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Teacher Bernette also scaffolded the other child's learning according to her strengths and personalised the questions to suit the child. Teacher Bernette used open-ended questions such as "Why do you think the giraffe lives on land and not in the sea?" Asking open-ended questions helps the child connect their ideas and it also helps children who need to practice sharing and engaging with their peers as the teacher models that behaviour (Wells, 2011).
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By incorporating scaffolding into the classroom, it engages the child and it also builds their skills and improves their pre-existing skills, as well as fosters their confidence and self-esteem (Thrive Arts Center, 2018). It also reduces anxiety and uncertainty the child might face and it gives the child feedback, which prevents misconceptions (Knestrick, 2013).
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