![]() Over the grade school years, the curriculum is structured to allow for this picture-thinking to gradually metamorphose into logical linear thinking by Grade Eight. The child’s powers of imitation are harnessed in a healthy way.įostering the imagination plays a crucial role in the learning process, particularly at this stage of childhood, as the children still rely on the fluid process of picture thinking to understand their world. The Grade One child still lives strongly in imitation, and this is, therefore, the teacher’s starting point. The dreamy sense of oneness with the world that was present during the child’s Kindergarten years is now starting to fade, and the child is becoming his or her own person. These formative activities continue to provide a crucial basis for becoming healthy human beings physically, emotionally, socially, and cognitively for years to come. Every day provides a structure for the children to gradually bring consciousness and awareness to what they are doing, to build up an inner connection to their teachers, classmates, and the work of the class, to engage the will, to stretch their artistic sensibilities, and to stimulate their curiosity. Grade One, on the other hand, is built on a structure of formed activities, which are based on focused, teacher-led work, interspersed with free play and meal times.Ĭlear forms, rhythms, and routines define the flow of the day and the week help the children with the transition process. In Kindergarten, the main work of the children is playing, interspersed with more formed periods of circle work (including movement, songs, poems, and a story) and a community snack time. The Grade One year marks the transition between Kindergarten and Grade School, from a life revolving around play to one revolving around teacher-led, guided or initiated activities.
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