Prekindergarten Experience

THE PREKINDERGARTEN EXPERIENCE

Key Developmental Milestones

Prekindergarten is a crucial stage in a child's early development, marked by several important milestones that set the stage for future academic and social success. One key milestone is the development of foundational motor skills, including fine motor skills such as holding a pencil, cutting with scissors, and basic hand-eye coordination. Prekindergarten also lays the groundwork for early cognitive skills, as children begin to recognize sounds, letters, numbers, shapes, and colors, fostering pre-literacy and pre-numeracy abilities. Socially, Prekindergarten is a time when children learn to interact with peers, share, take turns, and cooperate in a group setting, building essential social skills. Furthermore, emotional milestones are significant, as children start to express and manage their emotions, develop a sense of self, and build resilience. The exposure to structured routines and basic classroom etiquette in Prekindergarten also helps prepare children for the more formal aspects of schooling. These milestones collectively contribute to a well-rounded foundation for future learning and success in Kindergarten and beyond.

Personalising Learning

In the Lower School at ISB we embrace the unique potential within each learner tailor educational experiences to individual strengths, interests & pace empower learners to explore their passions integrate technology seamlessly cultivate critical thinking, and collaborate across diverse perspectives develop learners who confidently navigate the complexities of our world

BECOMING INTERNATIONAL CITIZENS

ISB believes that in order to be International Citizens, successful in and out of school, students need to learn and develop social and emotional competencies. These competencies are grounded in our Character Standards and our belief in Social Justice.

Strand Areas of Focus & Development C h a r a c t e r S t a n d a r d s S o c i a l J u s t i c e

To support our Character standards, we use the Learning for Justice Standards to support our goal of developing true International Citizens.

Identity

Diversity

I know and like who I am and can talk about my family and myself and name some of my group identities

I can talk about interesting and healthy ways that some people who share my group identities live their lives

I know that all my group identities are part of me but that I am always ALL me

I can feel good about myself without being mean or making other people feel bad

I see that the way my family and I do things is both the same as and different from how other people do things, and I am interested in both

I like being around people who are like me and different from me, and I can be friendly to everyone

I can describe some ways that I am similar to and different from people who share my identities and those who have other identities

I want to know about other people and how our lives and experiences are the same and different I know everyone has feelings, and I want to get along with people who are similar to and different from me

I find it interesting that groups of people believe different things and live their daily lives in different ways

I know my friends have many identities, but they are always still just themselves

Justice

Action

I know when people are treated unfairly I know some true stories about how people have been treated badly because of their group identities, and I don’t like it

I know that life is easier for some people and harder for others and the reasons for that are not always fair

I know about people who helped stop unfairness and worked to make life better for many people

I care about those who are treated unfairly

I can and will do something when I see unfairness this includes telling an adult I will say something or tell an adult if someone is being hurtful, and will do my part to be kind even if I don’t like something they say or do I will speak up or do something if people are being unfair, even if my friends do not I will join with classmates to make our classroom fair for everyone

PREKINDERGARTEN LEARNING MODULES:

Explore and Construct Stories Out and About

Description

Connected Disciplines

Conceptual Understandings

Understanding the role of exploration and problem solving in construction

Math/Science - measurement, weight, balance

Learners understand that:

The process of construction involves experimenting and solving problems

Structures have a purpose

Different types of materials can be used for construction

Understanding how stories can be told in different ways

Literacy - listening and speaking

Learners understand that:

People have emotional responses to stories

Stories can be told orally and visually, through books, drama and digital resources

Messages can be communicated through stories

Understanding how resources within the community meet our needs

Social studies - mapping, data collection, social responsibility

Learners understand that:

People are part of different communities

People use resources from their communities to meet their health, social, and food needs

People have responsibilities that help their communities function

Learning Engagements

An exploration of constructing with a variety of materials engages learners in both the process and the purpose of construction Learners are exposed to the process of constructing a building by talking with experts They explore the purpose of different structures by taking campus walks, participating in discussions, and looking at illustrations in books Learners go through the process of designing and planning a construction with a purpose in mind They create models and experiment with creating towers, enclosures and bridges using a range of different materials This includes using outdoor materials and building in the playground and forest

This module is linked to the descriptive genre providing both oral and recorded language experiences

An exploration of different types of stories allows us to understand that everyone has stories to tell and that stories can be told in many ways Through this module learners are encouraged and supported to retell familiar stories orally using puppets, authentic props, felt boards, and assorted other materials Through exposure to a wide variety of stories learners have the opportunity to identify patterns in stories Learners are supported to make both text-to-self and text-to-text connections through careful questioning and modeling Learners also have the opportunity to respond to stories and explore the feelings of characters They are provided with numerous opportunities to adapt familiar stories and create their own either orally or through images

This module is linked to the narrative/recount genre within literacy as well as the speaking and listening components of the curriculum

An exploration of different local communities enables learners to see the larger world in action Learners are provided with opportunities to explore their personal connections to different communities considering the community resources that help to meet their social, health and food needs In addition, learners begin to explore their individual responsibilities within different communities, such as family, the classroom, the ECC, ISB, and Boitsfort Learners revisit the ECC four common agreements (to act in safe, fair, kind, respectful ways) especially related to our ECC community They examine and explore maps to see how maps provide important information that can help people to find resources Learners are provided with opportunities to make their own maps of familiar spaces such as the classroom and playground, using their developing literacy skills to make labels

This module is linked to procedural writing and involves learners in describing and presenting procedures through language and imagery

FOREST LEARNING

Forest learning and outdoor education provide young children with a wealth of benefits that contribute to their overall development and well-being.

At ISB, we believe that : exposure to natural environments fosters a sense of wonder and curiosity, promoting a love for learning from an early age. outdoor settings stimulate sensory experiences, allowing children to explore different textures, smells, and sounds, contributing to their cognitive development. physical activity is a natural outcome of outdoor education, promoting gross motor skills, balance, and coordination as children engage in activities like climbing, running, and jumping outdoor learning enhances creativity and problem-solving skills as children navigate natural challenges and come up with imaginative solutions spending time in nature has been linked to improved mental health, reducing stress and anxiety.

socially, outdoor education promotes teamwork, communication, and cooperation as children engage in group activities and learn to share and take turns. developing a connection with the natural world at an early age instills a sense of environmental stewardship, fostering a lifelong appreciation for nature and a commitment to conservation

GradeK-30minutes

BECOMING A MATHEMATICIAN

Strand Areas of Focus & Development

Rote count in order to 20 with increasing accuracy

Count up to 10 objects in a line using one- to- one correspondence with increasing accuracy, and answer the question “How many?”

Without counting, state the number of objects in a small collection ( 1-5)

Given a number 0-5, count out that many objects

Counting and Cardinality

Compare the amount of objects in small sets of objects ( up to 5 objects) by matching or counting and use language such as “ more than” and “ less than” to describe the sets of objects

Write some numerals, number- like forms or images to represent quantities ( up to 10) during play and daily activities

Recognize some numerals and attempt to write them during play and daily activities

Match numerals 1-5 to sets of objects, with guidance and support

Show understanding of first, next and last during play and daily activities ( ex: answer questions about who is first and last to slide down the slide)

Operations & Algebriac Thinking

Geometry

Measurement & Data

Show they understand that putting two groups of objects together will make a bigger group ( up to 10 objects) and that a group of objects can be taken apart into smaller groups

Use observation and counting with increasing accuracy to answer questions such as “ how many do we need?” during play and other daily activities ( count new children to see how many more plates are needed for snack)

Identifies and describes shapes

Match shapes to their outline with concrete materials

Recognize and locate simple shapes in the immediate environment

Use 2- and 3- dimensional shapes to represent real world objects (I glued a circle and square on my picture to make a house)

Name basic shapes and describe their characteristics using descriptive and geometric attributes (that’s a triangle, it’s pointy)

Use simple positional words in directions or to describe location

Describes and compares measurable attributes

Use comparative words, such as bigger/smaller, taller/shorter

Use simple sequencing words (next, after, before, morning and afternoon)

Use simple measurement tools with guidance and support to measure objects ( unifix, ruler, measuring cup, scale)

Compare the size or weight of two objects and identify which one is longer, taller, heavier than the other ( the snake is longer than the worm)

Put a few objects in order by length ( arrange a group of three blocks from shortest to longest

Sort a group of objects ( 0-10) using one attribute ( colour, size, shape, quantity) with increasing accuracy

Duplicate and extend simple patterns using concrete objects

The ISB Mathematics program is designed to develop a deep understanding of mathematical concepts while nurturing critical thinking skills and problem-solving abilities. S T E M : M a t h e m a t i c s

Classifies objects and counts the number of objects in each category

Compares small groups of objects to show more or less

Represents data using concrete objects

Responds to simple questions based on recurring events in the daily routines

Mathematical Processes

Create mathematical models

Demonstrates their thinking with pictures

Use drawing and concrete materials to represent mathematical ideas (draw many circles to show “ lots of people”

BECOMING A READER AND WRITER

Strand Areas of Focus & Development

Phonological Awareness

e a d i n g

Concepts About Print

Comprehension Stragegies

Recognize rhyming words

Count, pronounce, blend, and segment syllables in spoken words

Blend individual words into compund words

Blend and segment onsets and rimes of single-syllable spoken words

Isolate and pronounce the initial (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words

Produce ryhming words

Demonstrates one-to-one letter-sound correspondence by producing the primary sound of some consonants

Recognizing word boundaries

Turn pages from right to left

Recognizes that spoken words are represented in written language

Makes an attempt to recite familiar refrains from stories

Recognizes and names some upper/lowercase letters of the alphabet, especially those in own name

Reads some simple words

Differentiates letters from numerals

Identifes front cover and back cover

Looks at picture with intention

Participates in discussions about a text (e g , during whole or small group interactive readaloud discussions, during peer sharing, within play scenarios)

Retells stories or shares information from a text

Develops and answers questions about characters, major events, and pieces of information in a text

Makes connections between self, text, and the world (e g , what is familiar, what does an event/picture/character make them think of, what do they remember)

Strand Areas of Focus & Development

Text Types & Purposes

W r i t i n g

Vocabulary Use

With prompting and support, use a combination of drawing, dictating or writing to express an opinion about a book or a topic ( E G , I like because )

Identify new meanings for familiar words and apply them accurately Based on pre-kindergarten reading and content (e g , knowing duck is a bird and learning the verb to duck)

With guidance and support sort common objects into categories (e g , shapes, foods) to gain a sense of the concepts the categories represent

With guidance and support demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms)

With guidance and support identify real-life connections between words and their use (e g , note places at school that are colorful)

With guidance and support distinguish shades of meaning among verbs describing the same general action (e g , walk, march, strut, prance) by acting out the meanings

Print some upper and lowercase letters (e g letters in their name)

Use frequently occurring nouns and verbs orally

Conventions of Standard English Production of Writing

With guidance and support, form regular plural nouns orally by adding /s/ or /es/ ( eg dog, dogs; wish, wishes)

Understand and use question words (e g who, what, where, when, why, how)

In speech, use the most frequently occurring prepositions (e g to, from, in, out, on, off, for, of, by, with)

With guidance and support, produce and expand complete sentences in shared language activities

With guidance and support from adults participate in shared editing of students' own texts and discuss possible changes

BECOMING AN INDEPENDENT LEARNER

Transferable skills, also known as portable or universal skills, can be applied across various subjects and situations. These skills are not tied to specific disciplines but rather can be adapted and transferred from one context to another.

Strand Areas of Focus & Development

Collaboration

Thinking

Research

How can I actively listen to others?

How do I share my ideas and build on the ideas of others?

How do I work together to achieve our shared goals?

What do I think I already know about this topic?

How can I decide if information is helpful and accurate?

How does information from different sources connect to each other?

Grade Level Focus Skills

TRANSFERABLE Thinking skills:

Self-Management

What questions do I have?

How can I find the best evidence for my questions?

How can I organize and record my information?

How do I set effective goals and where am I now in achieving them?

How do I feel and what is contributing to how I feel? Do I need support?

IDENTIFY CURRENT KNOWLEDGE AND UNDERSTANDING

identify what they currently know and understand about a particular idea, concept or topic identify gaps in their knowledge and understanding of a particular idea, concept or topic, as well potential misconceptions

CONSTRUCT QUESTIONS:

conduct preliminary research around a broad topic which allows the topic to be narrowed appropriately construct a powerful research question that requires analysis and conceptual depth construct smaller questions that lead to a possible answer to a bigger question

LANGUAGES PROGRAM

Students, who have demonstrated proficiency in English, access either the Dutch or French language. Additional languages are offered as part of the ISB+ program, based on demand.

ISB follows the Common European Framework for Languages.

L a n g u a g e s P a t h w a y s

English Proficiency

French Foundations A1

Intermediate A2

Inedpendent B1 / C1

Grades 5 & 6

Social Studies in French option

Dutch

Indpendent B1 / C1

ISB+ Plus Languages

Open to all regardless of English Proficiency

SPECIALIST PROGRAM

Specialist programs at ISB are essential components of a well-rounded education. These programs enhance problem-solving, critical thinking, decision-making, team work, and self expression.

Each program is taught by a Specialist in the respective field.

P h y s i c a l E d u c a t i o n & H e a l t h

V i s u a l & P e r f o r m i n g A r t s

The Physical Education and Heath program focuses on the following areas:

Motor Skills & Movement Patterns

Concepts, Principles, Strategies & Tactics

Understanding Healthy Lifestyles

Body Awareness

Gross Motor Skills Well-Being

Beginning at an early age, children are actively involved in outdoor activities like forest exploration and bicycle riding, experiences that persist throughout their school years These engagements not only forge connections with nature but also instill stamina for walking, laying down the groundwork for lifelong physical movement In small groups, children delve into fundamental locomotor skills, fostering collaboration and teamwork from an early age, while also learning the importance of taking turns and providing individual feedback and coaching to aid in motor development and growth Through activities like obstacle courses and building challenges, children refine their movement skills, further enhancing collaboration and play experiences while stimulating sensory and motor development As they progress from preschool to prekindergarten, access to gym facilities expands the children’s gross motor skills within larger spaces, where they engage in ball activities and early games, fostering a holistic approach to physical development from the outset of their educational journey

Visual Arts

The Arts program focuses on the following areas:

Creating & Performing and Responding & Connecting to visual & musical artworks

In our Prekindergarten Visual Arts program, young minds are introduced to an array of artistic mediums, from sculpture and construction to painting, drawing, and textiles Hands-on engagement is at the heart of our approach, empowering our budding artists to immerse themselves in the tactile process of crafting both individual masterpieces and collaborative works of art

Witnessing their individual creations seamlessly meld with those of their peers to form collective treasures fills our students with boundless joy and pride Within the welcoming spaces of our ECC common area and Chateau, an ever-evolving gallery proudly showcases the imaginative endeavors of our young talents, shining a spotlight on both individual brilliance and collective achievements

Nestled amidst the serene embrace of our school forest, students find inspiration not only in its breathtaking scenery but also in the immersive en plein air experience it offers, enriching their artistic journey

Performing Arts

Our youngest ISB students experience music naturally, much as language is learned In every class they hear a wide range of multicultural songs that open their ears to different harmonies and styles, using props such as scarves and beanbags to move with the music This allows students to physically experience the interconnection of music and movement They join in singing when comfortable and as they echo rhythm and melody patterns, which are similar to words Small percussion instruments are explored, played, and discussed by students to begin manipulating and understanding sound Because the language is music, every student has immediate access