今年九月我們家小朋友將正式入學幼兒園（屬于小學）。我們在去年12月注冊，今年二月參加了為期一個月的project rice, 讓孩子對他們未來的小學有個印象，做好準備，認識老師和新的小朋友。五月初，校方在學校的大禮堂舉辦了一個結(jié)業(yè)儀式，不僅讓孩子有成就感，也為他們對今后幼兒園的生活樹立信心。五月中，我參加了由學校和學區(qū)分別組織的家長見面會，對學校，老師和教學宗旨有了大致了解。家長們略微參觀了學校的圖書館，音樂教室和孩子們的教室。說“略微”，因為我們是在不打擾孩子們的日?；顒拥那闆r下，在過道里輕聲快速地瀏覽一遍幼兒園孩子們平時涉及的活動區(qū)域。一切從簡，不大張旗鼓，不驚動孩子，不打擾其他老師，也節(jié)省了接待老師的時間，畢竟她們的時間和精力更應(yīng)集中在學校事務(wù)上。
給我印象比較深刻的有三點：
我們所在的學區(qū)建立于1907年，至今有112年的歷史。教學大樓雖有95年的歷史，但維護得相當好，有歷史沉淀感。學校硬件非常普通，但提供的學習資源豐富，有一種讓人容易沉浸，投入玩樂和學習的氛圍。教室里只有暖氣，沒有冷氣。畢竟暑假里學生回家，的確沒必要安裝冷氣。若在五月或九月特別熱的情況，老師會安排學生在大禮堂閱讀或繪畫，做一些安靜的事。
學生的午餐時間只有20分鐘！不管孩子是帶自家的午餐，還是吃學校食堂提供的午餐（需要排隊取食），不管是幼兒園還是六年級的孩子，由于學校規(guī)定必須在食堂用餐，而食堂大小有限，所以各個年級必須輪流使用食堂，限時20分鐘。這對孩子來說是個考驗，對每日準備午餐的家長來說也是一項新課程。回家后將此事告訴孩子和家人，吃飯時將計時器的時間由30分鐘撥到25分鐘。給她幾周的過度時間，從6月開始再將時間調(diào)整為20分鐘。雖然我不提倡快速吃飯，但我希望小朋友了解“20分鐘吃午餐”是什么概念。希望她明白，堅持每天有效地完成午餐也是間接幫助學校節(jié)源。
學校圖書館有四萬藏書，若分攤到每位學生的頭上，平均每人可得20本書。除了實體書，他們還有電子書，有聲書，各類雜志，網(wǎng)絡(luò)文獻資料庫，以及各種參考資源。信息分享平臺做得很樸實，內(nèi)容實打?qū)崱irtual Liabrary 的平臺包括 Destiny Quest, FindIt, World Book Reference Center, and Pebble Go. Destiny Quest 主要提供圖書借閱以及網(wǎng)上閱讀；而后三者更像資料庫，為不同年齡層的孩子（FindIt and World Book也針對成人）提供了直觀，明了，安全，可以獨立搜索資料的網(wǎng)絡(luò)平臺。
行政老師們與家長們分享了針對低幼兒童的教育宗旨；幾位主課老師告訴我們孩子們會在學校里學到什么。簡單來說就是：成為一個夢想者；從玩樂中成長，學習獨立Independence，有責任感Responsibility，合作Cooperation以及尊重Respect。
關(guān)于夢想，引用Langston Hughes的一首詩，The Dream Keeper:
Bring me all of your dreams,
You dreamers,
Bring me all of your heart melodies
That I may wrap them in a blue cloud-cloth
Away from the too-rough fingers of the world.
關(guān)于玩樂，引用Albert Einstein的一句話：PLAY is the highest form of RESEARCH.
關(guān)于低幼兒童的教育宗旨記錄和分享：
Mission Statement-
Our mission is to inspire all students to be confident, passionate learners with the courage and skills to lead their lives with integrity, while contributing to our global community with creativity and compassion.
Core Values-
We believe that:
- Communities and individuals thrive when the talents and abilities of all are valued and fostered.
- Each individual is responsible for his or her choices and the impact they create.
- There is no limit to human create.
- Honesty, integrity and trust are essential to sustaining meaningful partnerships.
- All people want to learn and succeed.
- A safe and healthy environment optimizes learning.
- Human life is precious.
Social Skills-
As a member of a school/classroom community your child will:
- build new relationships
- participate in conversations
- interact with others and take turns
- follow instructions
- learn the classroom routine
- develop responsibility
- learn how to successfully engage with his/her teacher and peers
The following will be integrated into your child's learning experiences throughout the school year:
- Conversation
- Self-help skills
- Fine/Gross motor skills
- Following directions
- PLAY
Literacy Skills-
As a reader, your child will:
- get excited about stories and books!
- begin to develop a reading identity
- read and discuss both fiction and nonfiction books
- tell about the characters, setting and what happens in a story
- tell about the main topic and details in an informational book
- use phonics to help decode
As a writer, you child will:
- begin to develop a writing identity
- begin to understand purposes for writing
- draw and write to tell stories, to inform, and to share opinions
- use knowledge of letters and sounds to label pictures and write words/sentences
Math Skills-
As a mathematician, your child will:
- use mathematical reasoning
- count
- write numbers
- understand addition and subtraction
- use objects and pictures to show addition and subtraction
- tell about and name shapes
Science Skills-
As a scientist, your child will:
- ask and answer questions
- develop and use models
- use inquiry skills to plan and carry out investigations
- design solutions to problems
Social Studies-
As a community member, your child will:
- ask questions
- develop an understanding of good character and citizenship
- learn about the surrounding community
- identity similarities and differences between him/herself and others
Prevention Department-
- Prevention department provides prevention programs aimed at reducing risk taking behaviors by empowering children to make healthy decisions. The District recognizes that students need a safe and comfortable learning climate and is committed to creating a caring community within our schools.
- Prevention staff provides classroom lessons, presentations, activities, service clubs, and trainings that are directed toward increasing children's protective factors.
- In addition, we offer small skills practice and discussion groups to reinforce and model appropriate behavior.
- Research suggests that your people who are provided opportunities for involvement in their school and community have enhanced self-esteem and self-confidence, which results in a decreased likelihood that they will participate in problematic behaviors.
Prevention Curriculum-
- Kindergarten - 4th Grade: Second Step & Too Good for Violence
- 5th Grade: Too Good for Drugs. Conflict Resolution Training - teaching students to be peacemakers. HIV/AIDS education.
- 6th Grade: Project TNT towards no tobacco use. All Stars Core - Building Bright Futures. Friendship Matters - a bully prevention program. Conflict Resolution Training - teaching students to be peacemakers. HIV/AIDS education. Positive Student Leaders. Mental health Awareness. SADD Club - students against destructive decisions.
THE MOST IMPORTANT THINGS...
- Make books and stories exciting experiences! Time reading together is the reward.
- Take children on day trips and small excursions to engage their minds and enhance their experiences!
- Encourage your children's imagination and sense of wonder!
- Creativity can be messy! Don't be afraid to let them get dirty!
- Explore and celebrate nature together. Begin and continue family traditions.
- Teach love and acceptance!
- Remember to enjoy every moment because before you know it, they will be driving.
- Let them be LITTLE because they are only that way for a while.
Childhood is not a race to see how quickly a child can read, write or count. Childhood is a small window of time to learn and develop at the pace which is right for each individual child.
2014
