LILCHAMPS HOUSE
Kindergarten 1 Termly Overview
Here in Kindergarten 1, our Term 1’s project theme was ‘Toys’. Children learnt about how different materials can be used to build different types of toys and how different materials have different levels of durability. Upon visiting the Toy Museum for their field trip, their creativity expression was enhanced as children create their own toy from scratch using recycled materials.
In Term 2, our K1 project theme was ‘Ants’. Although the K1 children were always intrigued in learning about insects, they were exceptionally interested in discovering more about ants. During this term, children were instilled with knowledge about ants; life cycle, body parts, qualities and the different common types of ants. By the end of this term, children were known as the ‘Ant Experts in their centre!
TERM 1
Toys
Ants
TERM 2
TERM 3
Firefighters
For Term 3, our K1 theme is about ‘Community Helpers’. As the K1 children were observed to show great interest in learning about firefighters, the teachers adopted their suggestions and ideas and engage children in activities which can increase their understanding on firefighters.
Kindergarten 1 Timetable
*Wednesday Outdoor play is Water Play time!
Lesson Overview
For the current Term 3 with the broad theme of our LilChamps House being 'Community Helpers', the Kindergarten 1 Little Champs have found an interest in learning about 'Firefighters'. Thus, the project topic of the term for our K1 is
'Firefighters'.
In this lesson, children will be learning about the different types of materials or tools a firefighter usually uses. Children will be able to understand more about the names and functions of these materials. After being able to recognize the different materials, children will be creating their own firefighter helmet on their own.
Lesson Objectives
Children will be able to:
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Identify the purpose and functions of the materials used by a firefighter
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Create their own firefighter helmets using the materials provided for them
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As the K1 children develop and grow, our teachers put strong emphasis on building their self and social development to develop greater autonomy and independence. This include scaffolding their self-help skills, emotional regulation, self-concept and confidence.
Scaffolding describes the process of providing temporary guidance to children and assist them in moving up from their current abilities and competencies (MacNaughton & Williams, 2009). Our teachers strongly believe that while providing guidance to support our children, it is also fundamental to gradually let go and provide opportunities for them to learn and do it independently as well. Hence, our teachers perceive scaffolding as a effectual technique in supporting and pushing children’s level of competencies forward.
VIDEO
Click to watch how Teacher Clarice scaffolds the children's learning by asking questions, giving hints and verbal and non-verbal support.
Teacher Clarice asking the children what they think a fire extinguisher is used for.
During the lesson, Teacher Clarice scaffold children’s knowledge of the different tools and materials used by a firefighter by asking children several questions. This allowed Teacher Clarice to judge if the children were able to jump from their current level of understanding to a higher one.
Some scaffolding questions include “What do you think this is? Next is…? What do you think this is used for? Do you use the water hose to tie things because its very long right, like a rope?”
Teacher Clarice also provided hints for children to guess the material which they would be creating – Helmet. She gave children a hint by putting both of her hands on her head, displaying an action which looked like she was wearing a hat. This allowed children to put her actions into a firefighter context and think more critically.
To support scaffolding, teaching techniques such as asking questions and providing hints can help assist in increasing children’s competencies (MacNaughton & Williams, 2009).
Teacher Clarice scaffold children’s learning by giving them hints as she acted out how wearing a hat was like to get children to guess the missing material.
Teacher Clarice using verbal directions to guide the child on how to cut the area.
Teacher Clarice using her fingers to point and guide the child on how her scissors should be placed.
As the children were making their firefighter helmets to help the “firefighters” put out the fire, a child was seen to face difficulties cutting the top area of the helmet and needed assistance. Teacher Clarice stepped in and scaffolded her by guiding her on how she could cut the area of the helmet.
While guiding children in scaffolding, the support can be verbal or non-verbal (Vandermaas-Peeler, Way and Umpleby, 2002).
Teacher Clarice used both verbal and non-verbal guidance to scaffold the child. She used instructions to guide how the child should cut and used her fingers to point to show how the angle of her scissors should be placed.
Teacher Clarice was also patient and sensitive towards the child’s ability levels, where she was able to judged critically if the child was ready to move from her current level of competency to another. As she watched how the child was slowly able to cut the area on her own, she stepped back and observed the child.
It is important that while scaffolding the children, the teacher is understanding towards the child’s level of capability and infer if the child is ready to move from one level of competence to another (Fair et al., 2005).
As Teacher Clarice realised the child is able to do it on her own, she gradually removed her guidance and observed closely.
As another child was observed to face difficulty making her helmet as well, instead of guiding her, Teacher Clarice asked the child which already understood how it should be done, to guide her instead. The support given by peer tutors can help enhance the child’s exploration of new meanings, knowledge, and consolidate what is nearly achieved by the child (MacNaughton & Williams, 2009).
Hence, this challenged the more competent child’s ability level and at the same time helped provide the less competent one with guided learning from her peer.
Teacher Clarice encourage the more competent child to help guide the less competent child.
Our teachers believe that it is important to integrate scaffolding as a teaching technique as it encourages the eventual independence of the child. As the support given is gradually removed, the child is pushed to take ownership of his/her learning.