Kindergarten Life

Let’s Be Real: Teaching, Sharing, and a Dash of Laziness Confession time: I’m a bit lazy when it comes to transforming my ideas into snackable, easy-to-digest nuggets. (Picture me tossing a whole watermelon at you instead of slicing it up—oops!) But hey, the good stuff is all there! You don’t need to eat the whole watermelon in one sitting. Pick a slice that looks tasty, savor it, and save the rest for later. Teaching is like a buffet—there’s no wrong way to enjoy it. So, let’s keep it light, keep it fun, and keep growing together. Bonus points if you laugh along the way! 🍉✨ Criteria Indicators/ Requirements How to meet/ aspire to meet the requirements Examples of Teacher Practice Planning Clear purpose and coherent structure Plan clearly outlines the learning objectives, sequence of activities, and how each part builds towards the goal. Design a Learning Activity Plan with objectives like "Children wi...

  Key takeaways can be found here :) Ideas and Further discussions are welcomed 👐

1. The ideal school would teach health, wealth, and happiness. It‘d be free, self-paced, and available to all. It‘d show opposing ideas and students would self-verify truth. No grades, no tests, no diplomas - just learning. Actually, you’re already here. Careful who you follow. 2. What would be taught at “Naval University”? The first class I'm going to run is actually on persuasive writing. The second is I'm going to send them to a school of persuasion, like the Dale Carnegie Carnegie school. Then, nutrition. Not that you're going to tell them one way is right, but you're going to make them cook, you're going to make them log diet and see what makes them feel good. Figure out optimal nutrition for themselves because what is ‘correct’ is very dogmatic, and the target moves around so much. Mathematics, for sure, but it's got to be fun. It's going to come through application. So, make them build instruments with physics or play in the chemistry lab, but always ...

 The development of the principles involved an initial period of extracting and refining key principles from our international comparative work on curriculum, then a period of scrutiny and refinement by world-class scholars, researchers and practitioners in the early years arena. The resulting principles are world class, and draw from the very best research on early years provision and practice. They are wide ranging, covering:  broader aims  desired outcomes  sequencing of the content of learning programmes  models of ability  pedagogy and didactics, and   approaches to observation and to assessment. A child’s learning and development are shaped by social and cultural factors through the contexts of their home, community and early years settings. (Jensen and Rasmussen, 2019; Melhuish et al., 2017; Pufall Jones and Mistry, 2019; Sylva et al., 2010; Whalley et al., 2007)  Children learn most effectively when they are engaged and actively invol...

1. The image of "rich" child The ‘rich’ child is an active learner, ‘seeking the meaning of the world from birth, a co-creator of knowledge, identity, culture and values; a citizen, the subject of rights no needs; and born with "a hundred languages". The theory of the hundred languages of childhood refers "to the different ways children (human beings) represent, communicate and express their thinking in different media and symbolic systems." These many possibilities range from mathematical and scientific languages to the many poetic or aesthetic languages expressed through, for example, the use of music, song, dance or photography. 2. Learning and values Learning for the rich child is understood to be a cooperative and communicative activity, in which children construct knowledge, make meaning of the world, together with adults and, equally important, other children. The destination of learning is open and uncertain, with a strong element of surprise and w...