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As Principal of
Chatsworth Kindergarten, "Will my child be prepared for
Primary One?" is a question often asked by parents when
contemplating their child's journey of learning. I have
labelled this as "The Big Question" as there are many facets
involved. Ultimately, as stated by the MOE, we must remember
that the Kindergarten Years are crucial within themselves,
they are not years to be spent simulating
Primary One...
After completing his or her Kindergarten education at
Chatsworth Kindergarten, your child will be eager to learn,
confident, independent, a risk taker and he or she will be
very excited about the prospect of entering Primary School.
A few points to
consider in relation to the transition to Primary One are
outlined below...
1.
Expectations:
Expectations can be wonderful things...
inappropriate expectations however, can be harmful.
The MOE states that they expect children to be
eager to learn upon entering Primary School. They set quite
clear guidelines in regards to expected curriculum learning
outcomes for Kindergarten education. These are realistic and
achievable expectations which can all be nurtured in a
conducive kindergarten environment.
After speaking to
different representatives from local Primary Schools and
Primary One teachers themselves, it seems that Primary
Schools expect children
to be independent in regards to
looking after their own belongings and personal hygiene. Along
with addressing the learning goals as outlined in the MOE
curriculum framework, children are expected to be able to
express themselves and articulate their needs, draw a line
using a ruler, copy from the whiteboard and apply glue for
pasting. They have stated that it would be considered
advantageous if children knew how to purchase food items using
coins and are able to cut accurately with scissors. Once
again, all realistic, achievable expectations.
Sometimes parents and families can hold expectations
that are developmentally inappropriate for their children.
These expectations can effect a child's perception of his/her
schooling and apply undue pressure at such a young age. All
children develop at different rates and expectations therefore
will be different. They need to be appropriate to your
child in order to instil a positive, motivating and healthy
attitude towards schooling.
2.
Independence:
Independence is a vital part of growing up and feeling a
valued part of ones community. Independence instils belief in
oneself to be able to "do it", it instils
confidence. You, as parents play a large part in this. Give your child
opportunities to be
independent - allow them to carry and unpack their own bag,
walk up stairs, eat for themselves, make choices and solve
problems. These opportunities tie in with expectations. Expect
them to look after their belongings, give them the opportunity
to do so and respect and
praise them for it. You
will be marvelled at how your child grows when given these
opportunities.
3. Curriculum: Detailed
curriculum guidelines are outlined in "Nurturing Early
Learners - A Curriculum Framework for Kindergartens in
Singapore" by the MOE. Chatsworth Kindergarten has
incorporated the learning outcomes within the framework into
integrated topics of work. A Numeracy
Development Sequence is also followed ensuring that our curriculum
incorporates all
expected pre-primary skills and concepts as outlined within
the document. You may view these learning outcomes upon
request, however they are for Kindergarten use only and will
not be distributed. Chatsworth Kindergarten takes a
comprehensive approach to monitoring and assessment, which is
ongoing throughout the year.
4. Structure:
Stepping into Primary One sees children experience a longer
day than what they may be used to in Kindergarten. They will
certainly become tired and will be quite exhausted at the end
of their school day. Chatsworth
Kindergarten runs 4 hour K2 sessions in
preparation for the longer school day. It is good to
start your child on a similar sleeping pattern to what they
will have in P1 over the December holidays. It is extremely hard for children
(and adults too!) to function effectively without enough sleep.
It is also important to consider the factor of fatigue, after
school times when expecting your child to undertake further
study.
The physical environment of Primary School will be one of the
most dramatic changes for your child. Primary Schools are
huge!! It is good to take a walk around the perimeter of your
local Primary School during the holidays. Discuss what you
think may be inside some of the big buildings and become
excited with your child. Nothing can really prepare your child
for the shock of the vastness of these large schools, however
discussion and shared excitement will certainly ease it a
little.
Class sizes in Primary
One have been reduced as of January 2005. Most classes now
have approximately 30 children, which, whilst still larger
than a Kindergarten class, is much closer than previous class
sizes of 40+. The reduced class sizes have had an instant
positive effect on classroom management.
5. Changes within the
Primary Education Sector:
During his National Day
Rally Speech last year, Prime Minister Lee Hsien Loong said "We've
got to teach less to our students so that they learn more."
Children need to learn by experience... It is here that
changes have been put into place within the Primary Education
Sector with positive effects evident almost immediately. The
following excerpts have been taken from Young Parents magazine
and Family magazine.
* SEED: A
new initiative, Strategies for Effective and Engaged
Development of Pupils was put into place in all Primary One
sectors of schools in January this year as part of the
"Teach Less, Learn More" philosophy proposed by PM
Lee Hsien Loong. "The main change in this has brought
about is smaller classes and an integrated learning approach
that provides a smoother transition from pre to primary
school."
"In the
past, young children have taken pains to adjust to formal
schooling because of the drastic difference in the teaching
approach in kindergartens and that in primary schools.
Kindergartens tend to use active learning where children take
part in hands-on activities and learn through play. However,
when they enter primary school, the environment is more
structured and formal... Many kindergarten
principals, noticing that a child needed better preparation
for primary school, have in recent years tried to make the
transition easier by simulating a primary school classroom
environment...
The good news is that
now, primary schools have joined in to ease the transition
phase for young children.
Following the example set by
kindergartens, primary schools are in the process of adapting
the first few months of the child's school life to reflect the
kindergarten approach... to allow the child time to adjust to
primary school.
This movement was
spearheaded by the Ministry of Education (MOE), and is termed
SEED, or Strategies for Effective Engagement and Development
of Pupils in Primary School. It was introduced in all primary
schools in Singapore in January 2005. A pilot run was carried
out in some schools in 2004 and the results have been
encouraging. The idea behind SEED is to review the strategy
behind homework and examinations. Many educators and parents
agree that a good education does not necessarily require a lot
of homework. Neither is formal testing seen as the only means
of assessing a child's progress.
MOE now allows schools
to make their own decisions on what examinations to hold in
Primary One. In the past, continual assessments took place in
the child's first term of primary school. The first continual
assessment, or CA1 for short, was meant to prepare the child
for the mid-year examination. From this year onwards, every
primary school has the autonomy to decide whether to introduce
tests and examinations in the first term. Schools can also
introduce assessments on topics learnt (but not necessarily in
the formal examination format), or even keep to the existing
CA1 system if they deem pupils are ready.
These changes are long
overdue... 'It's sad that children who enjoyed kindergarten
gradually lose the joy of learning as they progress through
primary school. Hopefully, the changes will make the learning
journey more enjoyable and last longer for our kids.'
" Young Parents magazine Primary One
feature, July 2005.
Chatsworth Kindergarten
has been directly involved in the SEED programme. The staff of a
neighbouring primary school visited our kindergarten to gain insight into our
approach to teaching, including management and assessment and
monitoring procedures. In this sense, Chatsworth Kindergarten has been
utilised as a positive, desirable pre-school model in its approach to Early Childhood
Education in Singapore.
Together we can
continue to foster a joy for learning and develop enquiring
minds within our children so that they are well equipped to
take on further education, growth and development with open
arms. Let's give them a great start!
Cathy West, Principal.
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