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Skill Development
Contents
Kindergarten Skill Development Chart
In the kindergarten we lay the foundation for effective learning
in the upper grades and throughout life. Therefore, our focus
is on development of a strong and positive learning process. The
kindergartner has a handful of central tasks to accomplish which
take all his efforts and attention. First of all, in order to become
an effective learner he must have the neurological integration used
in later academic skills. Then he must be able to work cooperatively
In the group under the teacher's direction, without becoming wild,
withdrawn, or controlling. Next he must be able to self-direct,
working/playing constructively both alone and with his peers, with
minimal adult guidance, not only birthing new ideas, but bringing
creations and undertakings through to completion. Finally, he must
be able to relax enough to take in the new with open interest, allowing
himself to fully enter the rich variety of experiences offered In
the Enki kindergarten program.
1. Neurological development. Our first emphasis is on strengthening
and developing the core muscles and the limbs to give the child
the postural base for both movement and later "seat" learning.
Next we look to develop his ground in rhythm through both movement
work and the dependable rhythms of the day. This will be the base
experience on which the sense of order and sequence so critical
to higher learning is founded. From here, through movement activities,
crafts, finger plays, we work with the more complex skills of balance,
crossing of all three midlines, wrist flexibility, fine motor coordination,
visual tracking, and auditory discrimination. We look to see not
only strength In each area but overall integration of these senses.
(see article AD/HD and The Learning Process - Enki School Newsletter,
Winter 2001). Kindergartners should be making progress with walking
rhythmically, balancing on one foot for short periods, skipping,
jumping, hopping, moving across all three midlines In both large
and fine motor work, sitting still and listening, effectively drawing
with a crayon and handling other fine motor implements (needles
and thread, finger knitting etc.)
2. Group learning. Through short periods of teacher led, full group
activities, we work to help the child develop a confident and relaxed
ability to learn in a group. Appropriate listening skills, and ability
to imitate without undue chatter or explanation, an ability to participate
constructively and joyfully, both contributing and receiving with
ease, are all skills necessary to success In the grades.
3. Independent and cooperative work. Because his awareness has
undergone a metamorphosis, even if he has been In preschool and
daycare previously, the kindergartner is Just learning to develop
the ability to self direct, to see projects through to completion
on his own, and to work constructively with peers - in the group
setting. Confidence and ease with these skills will make all the
difference to his having a healthy and nourishing experience in
the grades. They are not extra decoration on more academic skills,
but are the ground on which academic success is built.
4. Learning Process. It is in the kindergarten that a healthy learning
process can become "home base" for the child. This process
of open intake, Interactive digestion, and finally output, is critical
to effective and profound learning. Our ability as teachers to let
the experiences do the teaching - stepping out of unnecessary explanation,
descriptions, and chatter - lays the foundation for development
of this skill. The kindergartner must be able to confidently settle
into a variety of experiences with open interest and willingness
to try the new if he is to be an effective learner for all the years
to come.
In the kindergarten our focus is on observing the child's progress.
What we are looking for is some progress in all areas. And we
are
looking for signs of learning problems in need of remediation.
Because we have an "activity and play structured" program
in our kindergarten, there will be many opportunities to observe
the child's
progress in these critical skill areas. If a child is not connecting
to these principles at all, remedial screening should happen very
soon. He may well just be a late bloomer, but it deserves investigation
and attention now while movement remediation can have a profound
effect if there is a problem.
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