Curricular guidelines for� Pre-school education

Enhancing Early Childhood Education and Care in Palestine /CARE

Training Course: Pedagogical Supervision in Early Childhood Education

• Pre-school education is the first stage of basic education in the process of lifelong learning, being complementary to the educational activity of the family, which must establish close cooperation, encouraging the formation and the balanced development of the child, with a view to their full integration into society as being autonomous, free and supportive.

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• Fundamentals and principles of pedagogy for childhood

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• Educational intentionality

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• Organization of educational environment

• Objectives of pres-chool education:

• Promote the personal and social development of the child based on experiences of democratic life, in a perspective of citizenship education;
• Encourage the inclusion of children in various social groups, in respect for the plurality of cultures, favoring a gradual awareness of their role as a member of society;
• Contribute to equal opportunities in access to school and to the success of learning;
• Stimulate the overall development of each child, in respect for their individual characteristics, nurturing behaviors that promote meaningful learning and diverse;

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• Objectives of pre-school education:

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• Develop the expression and communication through the use of multiple languages as a means of connection, of information, aesthetic awareness and understanding of the world;
• Arouse curiosity and critical thinking;
• Provide every child welfare and security conditions, particularly in the context of individual and collective health;
• Proceed to screening of difficulties and shortcomings in promoting the best guidance and referral of the child;
• Encourage the participation of families in the educational process and establish effective cooperation relationships with the community.;

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Organization of the Curricular Guidelines for pre-school education:�Educational Principles and basics

Development and

learning how to

inseparable strands

Child as a subject of

educational process

Reply to all

Childs

Hinged construction

of knowledge

Observe,

Register and

document

Planning

Evaluate

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T

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A

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D

articulate

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M

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articulate

Act

Educational

intentionality

Organization of Educational Environment

Organization of the Curricular Guidelines for pre-school education:�Educational Principles and basics

Organization of Educational Environment

Educational Establishment

Educational Environment

the room

Relationships and

Interactions

Training

Staff

and Social

knowledge of the world

Content areas

Expression and communication:

Motor Education

Mathematics

Artistic Education

Oral language and approach to Writing

Educational continuity and transitions

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• The development motor, social, emotional, cognitive and language of children is a process that arises from the interaction between biological maturation and the experiences offered by the social and physical environment.

• The relationships and the interactions that the child down with adults and with other children, as well as the experiences that are provided by social and physical contexts he lives constitute opportunities to learning, that will contribute to its development. In this way, learning influences and is influenced by the process of physical and psychological development of the child, especially in a phase of life in which this evolution is very fast. So in childhood education, one cannot separate development and learning.

• This interconnection of the intrinsic characteristics of each child (his/her genetic heritage), the process of biological maturation and learning experiences lived, makes each child unique, with features, capabilities and self-interest, with a unique development process and ways of learning.

• Many of the children learning happen spontaneously, in the different social environments in which they live.

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BUT

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• In a context of childhood education there is a educational intentionality, materialized by providing an environment that is culturally Rich and stimulating, as well as the development of a teaching Coherent and consistent process in which the different experiences and learning opportunities have meaning and connection to each other. In this process, the development of stable relationships, in which the child is welcomed and respected, promotes a feeling of well-being and willingness to interact with others and with the world. Process.

• Educational intentionality – build and manage the curriculum

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• -The professional action of educator/a is characterized by intentionality, which implies a reflection about the aims and directions of their pedagogical practices and the ways in which organizes its action. This reflection is based on a interactive cycle-observe, plan, Act, assess-supported in different forms of registration and documentation, which enable the/educator/make decisions about practice and adapt it to the characteristics of each child, the Group and the social context in which it works. The development of this process, with the participation of different stakeholders (children, other professionals, parents/families), includes forms of communication and strategies that foster this involvement and facilitate the articulation between the various contexts of life of the child.

• Organization of educational environment

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• It is considered the educational environment as the context of the development process facilitator and learning of each and every one of the children, professional development and relations between the various actors. Adopting a systemic and ecological perspective, details the importance of educational establishment/organization grouping of schools by addressing the following aspects.
• The Organization of the educational environment of the room, to support curriculum work of educator and their intent, by enumerating the different interactions and These relationships provide contexts and their educational potential.

• Personal and Social Training area

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• considered as cross-sectional area, as having contents and intentionality, is present in all the educational work carried out in kindergarten. This area focuses on the development of attitudes, provisions and values, which allow children to continue to learn with success and become autonomous citizens, aware and supportive.

• Expression and communication area

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• Understood as basic area, since it encompasses different forms of language that are indispensable for the child interact with others, give meaning and represent the world around it. Being the only area that involves various fields, is preceded by an introduction that justifies the inclusion and linkage of these domains.

• Expression and communication area is divided in different domains:

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• Field of physical education - is a specific approach to development of motor skills, children will have the opportunity to become aware of your body, in relationship with others and with various spaces and materials.

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• Expression and communication area is divided in different domains:

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• Artistic Education - includes the possibilities of the child use different artistic manifestations to express, communicate, represent and understand the world. The specificity of different artistic languages corresponds to the introduction of subdomains that include Visual Arts, dramatic game/theater, music and dance.

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• Expression and communication area is divided in different domains:

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• Oral Language and approach to Writing – oral language development is fundamental in pre-school education, as a means of expression and communication that the child will progressively broadening and dominating, at this stage of your educational process. We must also facilitate, in this step, the emergence of written language, through contact and use of reading and writing in real situations and related functional everyday.

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• Expression and communication area is divided in different domains:

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• Mathematics - taking the mathematics an essential role in the structuring of thought, and given its importance for everyday life and for the future, access to learning this language and the construction of mathematical concepts and relationships between them are critical to the child make sense, to know and represent the world.

• Area of knowledge of the world

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• Is an area in which the various awareness Science is addressed so articulate, in a process of questioning and organized search of knowledge, allowing the child a better understanding of the world around it.

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Educational continuity and transitions

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To start the Pre-School education, the children have already had a route of development and Learning (in family or institutional context) that matters continue. In addition, the development of the potential of each child in kindergarten will create conditions to succeed in the transition to the 1st cycle, in a perspective of continuity of learning that has already done.