2. Early Years Guiding Principles
We believe:
Each child is unique.
Children are competent learners with an innate curiosity about the world.
Children construct their own meaning through encounters with their
environment and the people in it.
Children, parents and educators are critical and necessary partners in a
learning community.
In the value of being reflective practitioners.
Our role as educators is to provide a safe and nurturing environment to
promote an atmosphere of joyful and passionate learning.
3. Our EC Team
BACK Row
Left to Right:
Mrs. Allyson Puls-Dharmadji
Ms. Jacky Cowled
Mrs. Tini
Ms. Ulfa
Ms. Kristen Arbolino
FRONT Row
Left to Right:
Ms. Husna
Mrs. Tricia
Mrs. Gita
Ms. Yanti
5. Resilience
Absorption • Managing Distractions • Noticing
• Perseverance
A resilient child is curious and eager to dig
deeply into their learning and build an
understanding between ideas. They do this
by managing distractions in the learning
environment, noticing and wondering about
the world around them and persevering
through challenges big and small.
6. Resourcefulness
Questioning • Making Links • Imagining •
Reasoning • Capitalizing
A resourceful student creates their own
best environment for learning through
asking questions and making reasonable
connections. They embrace challenges,
take risks and utilize the knowledge
available in their community and
environment.
7. Relating
Interdependence • Collaboration • Empathy
and Listening • Imitation
A child who relates is one who demonstrates
empathy and compassion for members of
their community. They are successfully able
to work independently, with a partner and in
a group. They observe and imitate others in
order to grow as a learner. They listen to,
value and consider opinions that differ from
their own.
8. Reflectiveness
Planning • Revising • Distilling • Meta-Learning
A reflective student regularly thinks about and
makes plans for their learning in order to be
the best that they can be. They make use of
the available choices to independently direct
their learning and they are able to explain their
learning process. When presented with
opportunities, they use them to help develop
and refocus plans.
9. ChildWe believe:
● Each child is unique.
● Our role as educators is to provide a safe and nurturing environment
to promote an atmosphere of joyful and passionate learning.
Educating the Whole Child
Social/Emotional Development
Language & Literacy DevelopmentCognitive & Mathematical-Literacy Development
Gross & Fine - Physical DevelopmentAesthetic Development
10. Educating the Whole Child
We believe:
● Children are competent learners with an innate curiosity about the world.
Learning By Doing
Inquiry / Constructivism / Hands-On-Learning
11. We believe:
● Children construct their own meaning through encounters with their
environment and the people in it.
Learning Through Play
Open-Ended / Collaborative / Varied
12. " You can't make children grow faster by pushing them, just as you can't
make flowers grow faster by pulling them." Otto Weininger (OISE)
13. Documentation
"Like a mirror, documentation
reflects our practice and our
theory. Like a beacon, it lights
the winding path of investigation.
Documentation allows us to look
at the children's thinking through
their representation,
conversation and play."
We believe:
● In the value of
being reflective
practitioners.
14.
15.
16. Thank you for coming to our EC Coffee Morning.
Kindly meet your child back in the classroom.
We believe:
● Children, parents and educators are critical and necessary partners in a
learning community.
We look forward to partnering with you in your child’s
education this school year!
Room E1 Ms. Jacky EC 1
Room E2 Mrs. Puls-Dharmadji EC 2
Room E3 Ms. Kristen EC 2
Notas del editor
BLP Building Learning Power
(adapted from Bill Claxton)
Big words but at this age we put it in terms kids can understand
About actions and attitude.
Will be used and extended upon throughout JIS experience.
Perservering/Trying again
Learning from mistakes/it’s OK to make mistakes
Self regulation
Trying things even if they are hard
Sticking with things - developing attention span/focus
- Independence
- Problem Solving
- Critical thinking
-Making independent choices
- Finding resources in the classroom and environment
- making connections
Social/Emotional development
Developing empathy for others
Using words and language to solve problems and commmunicate
Asking questions
What worked or didn’t work?
Accountability
Responsibility
Seeing growth and progress
Inquiry - making learning choices
We believe:
Each child is unique.
Our role as educators is to provide a safe and nurturing environment to promote an atmosphere of joyful and passionate learning.
We believe:
Children are competent learners with an innate curiosity about the world.
open ended (research about WHY open-ended) /creative / individual or paired work / exploration / inquiry & investigation
We believe:
Children construct their own meaning through encounters with their environment and the people in it.
Caudate nucleus has been implicated with
-voluntary movement
-learning
-memory
-sleep
-social behavior
Caudate integrates spatial information and motor behavior
-is involved in coding a motor response to support working memory
-contributes to body and limbs posture and the speed and accuracy of directed movements
activation of the Caudate plays a huge role in executive functioning which guides decision making processes, goal directed actions
Caudate is implicated in responses to visual beauty and aesthetics
-plays a role in human sleep cycles
Learning the caudate helps to classify images as well as receiving feedback on their responses.
Caudate is a center for language control! Although there are other parts of the brain that are responsible for learning a new language, the caudate region allows humans to switch between different languages while still being able to understand meaning.
The caudate is essential for abilities such as memory and learning, although it is also active whenever a person is getting information from his or her senses.
Documentation serves multiple functions and groups.
Documentation is for the children; when children see their own work, and their processes of learning they become inspired and empowered.
Documentation is also for the families to make the work of their individual child, as well as their child as part of a group, visible. “Sharing documentation establishes a relationship of reciprocity with families, and an atmosphere in which all adults strive to know the child and support her learning as a team, teachers, and parents together” (Oken-‐Wright, 2001, p. 2).
Documentation that is made visible to colleagues allows for the opening of reflective dialogue to occur between professionals creating a culture of transparency and inspiration. For the teacher who is creating the documentation it allows for self‐reflection, understanding ones own view of the classroom and of the children’s experience. It allows space for the teacher to discover new insight into the children’s interests, and processes of learning, propelling the learning into more in‐depth ventures.
