Building a Strong FoundationENFIELD PUBLIC SCHOOL’S FULL DAY KINDERGARTEN PROGRAM

Teachers in a full day kindergartenprogram have time to formrelationships with their students. It isthrough relationships that teachers of young children can guide learningand behavior.

• There is more time to spend withstudents individually and in smallgroup instruction.

• More time to assess students andindividualize instruction to theirneeds and interests.

• More time to form a relationshipwith and communicate with parents.

• Mull day kindergarten allows forthe curriculum to be deliveredthrough instruction that isdevelopmentally appropriate forstudents.

The Power of

• Children have an opportunity tolearn through a combination ofboth teacher and child initiatedactivities.

• Concepts can be introduced in alarge group and reinforced withsmall group hands-on activities.

• Topics can be explored in depth,allowing more opportunities formeaningful learning and thebuilding of vocabulary.

Full day kindergarten also giveschildren ample time to practicesocial and emotional skills. When achild concludes the kindergartenyear able to pay attention, followdirections, remember rules, anddemonstrate self-control he\shehas the tools needed for futuresuccess both in school and beyond.

Students in full day kindergarten had higher reading, math, and science scores

on standardized test during their time in third grade than students in half day

kindergarten classrooms. These students continued to earn higher standardized

science scores through the fourth grade (Del Gaudio & Offenberg, 2002, n.d.).

OpportunityFour and five year-olds are capable and active learners. All children enter school full of potential. Each child comes with unique needs, interests, abilities,language, temperament, prior experience, and background knowledge. Full daykindergarten offers our young learners the time needed to practice and gainmastery of skills that build the foundation for life-long learning.

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We believe that

• Full day kindergarten allows foran in-depth exploration of skillsin the areas of social, emotional,cognitive, and physicaldevelopment. Kindergarten is notjust a preparation for first grade,but provides an opportunity forchildren to build the foundationalskills for life-long learning.

• Kindergarten children enterschool with diverse abilities,varied maturational levels andexperiential backgrounds. Eachchild brings unique experiences,expectations, emotions, attitudes,and abilities to the classroom. Itis essential that these individualcharacteristics be accepted,understood, and nurtured.

• How children learn is asimportant as what childrenlearn. Young children learn bestthrough hands-on explorationand play by capitalizing on theirnatural curiosity, and throughinteraction with others and their

Belief

social, academic and physicalgrowth of students. When all adultmembers of the home/schoolcommunity hold high expectationsfor each child, then students willachieve high levels of academic,social, and emotional success.

• Our youngest students will learnhow to value life-long learning ina developmentally appropriateand nurturing environmentthrough support and guidancefrom their families and schoolcommunity.

The Power of

world. Children construct theirunderstanding of the worldthrough continuous interactionwith their environment. Theymust be given ampleopportunities to explore,practice, apply, and extend onthe concepts presented in theclassroom.

• Children learn in different waysand have different ways ofrepresenting that learning. Theyneed a variety of opportunitiesto develop critical thinking skillsthrough inquiry, exploration, andproblem-solving. Children alsoneed ongoing opportunities todevelop executive function tobecome confident, resilientlearners who can work bothindependently and with others.

• All school community membersplay an essential role in shapingand maintaining the skills forindividual student success.Students are pictured asacademically capable, and staffenvisions learning environmentsto support and realize eachstudent’s potential achievement.

• Children are most successfulwhen school, home andcommunity work together. Open,respectful, and meaningfulcommunication among allpartners supports the emotional,

Full day students

experienced

significantly greater

growth in reading

prerequisite skills

than half day

students (da Costa,

2000).

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How Children Learn

Children can best achieve highexpectations and meet theirindividual learning potential . . .

• in a nurturing classroomenvironment where they areaccepted and encouraged togrow and learn throughexploration, questioning, andtaking risks.

• in an environment wherekindness and respect forthemselves and others ismodeled and nurtured.

CuriosityThe Power of

• when they are givenopportunities to developpersonal responsibility andindependence.

• in child-centered classroomswhere they can engage ininquiry-based activities thatpromote curiosity, exploration,communication, and problem-solving.

• in classrooms that teach andvalue critical thinking skills, andnurture the development ofindependence, resiliency,problem-solving, curiosity, and alove of learning.

• in environments where mistakesare a part of the learningexperience, and whereexploration and purposeful playbuild children’s natural curiosity.

• where interactions with otherchildren and adults buildconfidence, self-awareness, self-regulation, andcommunication skills.

• when they have on-goingopportunities to engage inhands-on, multisensoryexperiences.

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A kindergarten teacher plays acentral role in enhancing children’sdevelopment and learning. To ensurethat all children can best achieve thehigh expectations of our district andmeet their individual learningpotential teachers…

• understand the social,emotional, cognitive, andphysical development of thisage child, and use a range ofdevelopmentally appropriateapproaches to meet the needs ofdiverse learners.

• create a community of learnerswithin the classroom that allowsall children to feel accepted,respected and able to functionas a responsible and valuedmember of the group.

• plan and organize the day in athoughtful way, makingintentional choices about theactivities, lessons, andexperiences they will use toengage children in learning.

High Expectations

• structure the classroom to createa physical learning environmentthat allows for exploration,problem solving, and hands-onlearning.

• deliver the curriculum using avariety of strategies and methodsfor whole group, small group,learning centers, purposeful play,and individual instruction.

• continuously monitor and assesseach child’s progress to determineappropriate next steps.

How Teachers Teach

The Power of

Children in full day kindergarten were more engaged in child-to-child

interactions and made significantly higher progress in learning social skills.

Those children experienced more independent learning, classroom involvement,

and productivity in work with peers (Rothenberg, 1995).

• support the development ofexecutive function so childrencan engage in sustained learningexperiences.

• cultivate meaningfulpartnerships with families byestablishing ongoing two-waycommunication and offeropportunities for involvement inthe child’s educationalexperience both in the homeand in the school.

Morning MeetingStarting the day with the routine ofcoming together on the rug to greeteach other and share, joining inlarge group activities, and talkingabout what the day ahead will looklike provides children with a senseof belonging that builds classroomcommunity.

Literacy BlockDuring this time children learn andhave time to practice literacy skillsthat provide the foundation forfuture reading. The block includesdirect instruction, interactive readaloud, literacy work stations, andpartner reading. Teachers have timeto confer with individual students.

Math WorkshopDirect instruction of mathematicsconcepts and skills is followed bychildren rotating throughworkstations to reinforce theseconcepts and skills. Many of theskills children develop inkindergarten are reinforced inmathematics through the use ofNumber Talks and MathematicsJournals.

Writing WorkshopWriter’s workshop is used topromote the development ofindividual writing skills. Studentsexperience group mini lessons,partner work, and independentwriting time.

Science/Social Studiesand Exploratory CentersSocial studies and science activitiesare offered on certain days. Theseactivities are hands-on and offeropportunities for creativeexploration. On other days childrenwill rotate through various centersdesigned to reinforce concepts. Thecenters may include game center,block center, nature center,dramatic play, sensory table, floorpuzzles, or Lego bricks.

RecessA combination of teacher led groupgames and self-directed free playmakes this time outside animportant part of the day forchildren to practice their socialskills and work on executivefunctioning behaviors.

KindergartenA Day in

A kindergarten day involves a fine blend of direct instruction, structured play, and small group, child-centered activities. Math, literacy, inquiry activities andskills are embedded throughout the day. The schedule allows for a mixture ofactive and quiet times. Many opportunities are provided for children to interactwith each other. Components of a typical kindergarten day include:

SnackTeachers use this time to helpchildren build social andconversation skills. Teachersfacilitate appropriate communicationand interaction among childrenusing a variety of strategies.

LunchStudents have lunch each day in thecafeteria. During this time spentwith classmates, children have anopportunity to practiceconversation skills and work on thedevelopment of executive function.

Closing CircleThis is a time for the class to cometogether as a group, to review theday, and prepare for dismissal.

SpecialsStudents attend music and artclasses once a week, and havephysical education three times aweek. In addition, the class visitsthe school library weekly.

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Parents are a child’s first teacherand the home is a child’s firstschool. While the school and thehome may operate independently,individuals and activi ties in eacharena shape the education anddevelopment of the child. Togetherwe can be more effective. Parentand family involvement ineducation correlates with higheracademic performance and schoolimprovement.

Relationships

The School’s Role:

• Communicate with parentsfrequently, using a variety ofmethods

• Create a warm, respectful, andwelcoming school environmentfor the whole family

• Be flexible in accommodatingparents and families

• Host events and activities thatbring parents and families intothe school

• Offer opportunities for familiesto be involved in their child’seducation

• Provide a variety of resourcesfor parents

• Support parents in helping theirchildren at home

The Parent’s Role:

• Attend events and activities atyour child’s school

• Communicate regularly with theschool

• Become familiar with gradelevel expectations

• Have high expectations for yourchild

• Make education a priority inyour home

• Volunteer your time

The Power of

The Enfield Public Schools encourage parents and other family members to beactively involved in their children’s education and in district and schooleducational programs. Parents, families, and other caring adults provide theprimary educational environment for children.

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When compared to

their half day

counterparts, children

in full day

kindergarten scored

higher on tests and

experienced fewer

grade retentions

(Clark, 2001).

• Establish a daily family routine.Get children ready for schoolevery morning. Be firm abouttimes to get up and go to bed.

• Read to your children and havethem read to you. Discuss whatyou’ve read. Write letters, lists,and messages together.

Family

• Tell stories and share problems.Reflect on lessons learned fromdaily experiences.

• Expose your children to manylearning opportunities outside ofschool: museums, nature centers,planetariums, and concerts. Talkabout current events.

• Recognize and encourage specialtalents. Enroll your children inout-of-school programs thatsupport their interests.

The Power of

Your involvement with your child at home strengthens your child’s schooling and overall education. Every action below is strongly supported by educationalresearch.

• Set goals and standards that areappropriate for your children’sages and levels of maturity.

• Communicate with yourchildren through questioningand conversation.

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Using Creative BuilderTo Support LearningWe are very proud to tell you thatthe Enfield Schools are therecipients of a very generous grantfrom The LEGO Foundation, LEGOEducation and Enfield-based LEGOSystems, Inc. called the BuildingTomorrow Project. This LEGO-based curriculum outreach programis designed to foster and developany child’s full learning and creativepotential. This year’s Kindergartenstudents will be fortunate to havethe opportunity to use the LEGOEducation Creative Builder productand curriculum to support theirlearning. The use of bricks will givechildren the opportunity to build,create, and discover throughspecific lessons designed for thisage group. These lessons forCreative Builder will be used by our

teachers and will support thedevelopment of students’ smallmotor skills and eye-handcoordination while exploringvarious curriculum areas includingEnglish Language Arts,Mathematics, Science, and SocialStudies.

Focus on ExecutiveFunctionThe brain’s executive function is akind of internal “air traffic controlsystem”, a group of skills that helpsus to focus on multiple streams ofinformation at the same time,monitor errors, make decisions inlight of available information, reviseplans as necessary and resist the urgeto let frustration lead to hasty actions.It involves self-regulating attention,mood, and behavior in order to getcomplex tasks done well. Researchshows that children’s executivefunction behaviors in the early yearspredict future achievement in reading and mathematics better thanIQ scores. Embedded in thekindergarten day will be the use oftechniques and strategies thatsupport the development of self-regulation in students.

Full day kindergarten programs can provide children with opportunities to

spend more time engaged in active, educational activities. These students are

better prepared for first grade than half day students (Stofflet, 1998).

Playful LearningLearning through play is anessential part of a child’sdevelopment. Play capitalizes onchildren’s natural curiosity andprovides opportunities forexploration, inquiry, problem-solving, and interaction with theirenvironment and others. It is thecornerstone for developing socialskills and practicing self-regulation.Play provides opportunities tointegrate all areas of learning.Teachers guide children during playto ensure that it extends andsupports learning in a hands-on anddevelopmentally appropriatemanner.

Integrated LearningChildren experience their world asa whole. By connecting curriculumcontent areas, learning becomes amore fluid and natural process foryoung children. Our kindergartensuse an integrated approach in thedelivery of curriculum. This allowsfor the breakdown of barriersbetween learning domains, enablingchildren to make meaningfulconnections and learn at a deeperlevel.

LearningApproaches to

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A longitudinal study that tracked students from kindergarten into fourth grade

in the Philadelphia School District also demonstrated that students enrolled in

full day kindergarten classrooms received higher report card grades and better

reading, math, and science scores on standardized tests during their time in

third grade than students in half day kindergarten classrooms. These students

continued to earn higher standardized science scores through the fourth grade

(Del Gaudio & Offenberg, 2002, n.d.).

Enfield Public Schools27 Shaker RoadEnfield, Connecticut 06082

Tel: 860.253.6549Fax: 860.253.6515www.enfieldschools.org