J. Length of the Kindergarten Day
The NLTA accepts the following criteria as its position on an extended kindergarten day program:
In order to implement the Kindergarten curriculum in a developmentally appropriate manner, adequate resources must be in place for the extended Kindergarten program to be successful; for example, adequate physical space, reading area, washrooms, suitable furniture, and help from assistants when and where required.
2. Class Size
Class size for the extended kindergarten program shall be a maximum of fifteen students to one classroom teacher and in no circumstances shall class size exceed fifteen students to one teacher. Where multigrading exists, eg (K-1, (K, 1, 2) etc., class size for the combined class shall be no larger than fifteen students for one teacher.
3. Entrance Age
The entrance age for all children to extended kindergarten programs should be five years of age on or before August 31st of the year in which they attend kindergarten. This should be phased in over a four-year period with the entrance age adjusted yearly: Year 1 – November 30 Year 2 – October 31 Year 3 – September 30 Year 4 – August 31
4. Developmentally Appropriate Curriculum
Critical to the success of an extended kindergarten day is the provision of developmentally appropriate programs. Such programs are characterized by the following:
a) There is an emphasis placed on the importance of play as a medium through which young children learn best, with a focus on exploration and discovery.
b) Curriculum outcomes and assessment focus on the physical, social, emotional, intellectual, moral and ethical development of the child.
c) Learning experiences are designed to engage each child in large groups, small groups and individual instruction.
d) Each child is valued as a unique individual.
e) Curriculum outcomes encompass the development of:
- Scientific Processes
- Self and Society
- Fine Arts
- Personal and Social Relationships
- Independent Learning
- Healthy and Active Living
f) A developmentally appropriate curriculum for Kindergarten children does not mean the addition of new learning outcomes or a downward extension of Grade One. Rather, the intent of a full-day Kindergarten is to provide children with opportunities to deepen their understanding of the current curriculum at a pace more appropriate for young children.
g) In those instances where one or more Kindergarten children are part of a multi-age setting for a full school day appropriate staffing resources should be provided to ensure that the needs of all children in the multi-age class are adequately met. [Apr/2-3&5/08] [JC Apr/08] [2009 BGM]
In keeping with currently modern standards, teachers for the full-day Kindergarten shall be qualified teachers knowledgeable of early childhood growth and developmental processes and trained in primary and early childhood methods.
6. Length of Full-Day Kindergarten
The length of full-day Kindergarten should be consistent with current practices in the school. [Oct/14-15/94] [1995 AGM]
Complete Policy Revised – [June/2/06] [JC Nov/06] [2007 BGM]