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This document discusses the programs and philosophy of the Child Development Centre. It aims to provide a holistic education that supports children's academic, physical, social, and emotional development. The center focuses on observation and documentation of each child's progress. It offers different programs for playgroup, nursery, kindergarten 1, and kindergarten 2 levels that build skills like language, literacy, math, motor skills, and independence through play and hands-on learning. The goal is for children to become confident, well-rounded learners and leaders.
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- 2. ABOUT YOUR CHILD’S PORTFOLIO Introduction This Portfolio contains records and documentation of your child’s development and progress during his/her time at the centre. As observation, record keeping and assessment are key roles in promoting early childhood education, bringing to greater heights the development and enrichment of children’s lives, we aim to offer a rigorous and holistic programme that adopts innovative teaching pedagogy in early childhood education. Mission, Pedagogical Principals and Approaches At the YWCA Kindergarten and Child Development Centres, we believe that every child is special; we see them all as God’s children placed in our care. Our pre-school programme focuses on the holistic development of a child and aims to address and optimize every child’s needs and potential. It is designed not just to teach numeric and literacy skills, but also character building. We want our children not just to be academically competent, but also to be gracious and loving individuals. Our Y kids will be future leaders with a difference – they will be leaders who show love and compassion. Our curriculum and programmes are designed with that philosophy in mind.
- 3. Programme Overviews Playgroup Level Our Playgroup programme looks into the development of expressive language, communication and vocabulary skills. Large and fine muscles development is actively promoted alongside personal, emotional and social development. Carefully structured learning complements emergent experiences which supports each child’s language and cognitive growth. A child in this level begins to acquire increased awareness of his/her environment, explore concepts and processes, learn sounds and letters of the alphabet and develop interest in books and reading. The child’s developing control and coordination of the small muscle increase his/her ability to manipulate with materials and engages in early pre-writing experiences.
- 4. Nursery level At Nursery level, the emphasis shifts from emergent strategies to purposeful acquisition and understanding of content, skills and concepts. A child’s developing language competencies is now more visibly used as a tool for learning and communication. Reading, phonics and numeracy skills are introduced to promote the child’s emerging capacity for language, skills and concept learning. Physical skills are more sophisticated now, enabling the children to take on greater challenges in physical pursuits. With better control of the hand-wrist muscles and eye-hand coordination, the child begins to engage in pre-writing and writing experiences. Expectations for self- and socialdevelopment are prioritized resulting in greater autonomy and independence, enhanced self-helped skills, emotional selfregulation, self-concept and confidence.
- 5. Kindergarten One A child at K1 level is more confident and articulate in using language to convey meaning, express and present his/her ides and thoughts. Purposeful learning of vocabulary, phonics, reading and writing skills are more extensive. In Math, the child continues to gain enhanced understanding of mathematical processes and concepts. The active infusion and use of science process, technology and computer as the tool and context for learning supports exploratory hands-on learning. Self- and socialdevelopment continues to be emphasized as the child exhibits more sophisticated autonomous and self-regulatory behaviours, and develop enhanced understanding of rules and social etiquettes, rights and wrong, and appreciation for diversity in values and cultures.
- 6. Kindergarten Two With the considerable progress and advancement in language and numeracy skills, a child at K2 level is now more proficient in communication, reading and writing. He/she actively uses acquired proficiency in literacy as the means for presenting ideas, knowledge and as a tool for learning content, concepts and skills. His/her increased social competency, confidence and emotional maturity enable him/her to continue to work collaboratively with teachers and peers. In such case, the child actively engages in critical thinking and meaningful explorations of ideas and concepts, problem solving, inquiry, investigations, and research. By the end of the year, the child will become an independent individual, a confident and articulate communicator, a creative thinker and a unique learner who is appreciative of the world.
- 7. DEVELOPMENTAL PORTFOLIO AESTHETICS AND CREATIVE EXPRESSION At this age, children are naturally spontaneous and exuberant in the ways they express their ideas and feelings. We should therefore provide opportunities for children to express themselves freely, as they invent, play, explore and refine ideas and feelings through a variety of media such as dance, music and art. Teacher’s Observation on Child: Affix child’s photo here Teacher’s Interpretation on Child’s Behaviour:
- 8. DEVELOPMENTAL PORTFOLIO DISCOVERY OF THE WORLD The focus of activities is on children’s emerging knowledge and understanding of their environment, including both the natural and manmade world. The aim is that children will recognise, make observations and express their views about their immediate surroundings. Teacher’s Observation on Child: Affix child’s photo here Teacher’s Interpretation on Child’s Behaviour:
- 9. DEVELOPMENTAL PORTFOLIO LANGUAGE AND LITERACY Language plays a crucial role in the development of children’s thinking and learning. To nurture a positive disposition towards language learning, children are exposed to meaningful language arts activities such as role playing, singing, rhyming and reading. This will promote their interactive skills in speaking, listening, reading and writing. Teacher’s Observation on Child: Affix child’s photo here Teacher’s Interpretation on Child’s Behaviour:
- 10. DEVELOPMENTAL PORTFOLIO MOTOR SKILLS DEVELOPMENT Though motor skills development is a naturally evolving process, it should not be taken for granted and ignored in pre-school education. In fact, it should be recognised as crucial to the development of gross muscle and fine motor dexterity that will, in turn, affect children’s mastery of self-help routines and skills in the other domains. Teacher’s Observation on Child: Affix child’s photo here Teacher’s Interpretation on Child’s Behaviour:
- 11. DEVELOPMENTAL PORTFOLIO NUMERACY Through the use of manipulatives, pictures and symbols, children notice relationships between sets and groups of things to be sorted, counted, shared, and represented. We focus on hands-on experiences and the acquisition and use of appropriate language such as position words, number words, names of shapes, and so on. Teacher’s Observation on Child: Affix child’s photo here Teacher’s Interpretation on Child’s Behaviour:
- 12. DEVELOPMENTAL PORTFOLIO SOCIAL AND EMOTIONAL DEVELOPMENT Children need to make sense of their own ‘selves’ in relation to the world around them. They learn the values and rules governing the society in which they live, and to develop socially and morally acceptable behaviour. They have to learn how to cope with success and failure and to confront and overcome their fears and anxieties. Teacher’s Observation on Child: Affix child’s photo here Teacher’s Interpretation on Child’s Behaviour:
- 13. Thank You