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Page 1: Haris Portfolio
Page 2: Haris Portfolio

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Welcome to *MSR*lvf itverton ]tin de,r€tarte,n

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Your teachers ate:

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Helen Jo Maree Rachoe | ':Teacher Aide

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Our philosophy is that through exploration of the learning environment and links lrwith familiei, all children are empowered to become competent and confident life- ;:long learners.

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Welcome to your child's portfolio. It is available for you and your child to look at, tand discuss with teachers, at any time. We value your comments about your child's ]:learning and encourage you to give written feedback. You can do this by writing i;after the learning stories, adding a parent's voice page (available above portfolios), i:or writing comments on the back page. We look forward to seeing your i,contributions. l:r

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Page 3: Haris Portfolio

TeWherikiTHE PRINCIPLES

There are four broad principles at the centre of theearly childhood curriculum.

Empowerment

"llre early chilclltood curriculum ernpowers the child toleartr atrd grow.

Holistic Development

The early childhood curriculum reflects the holisticway children learn and grow.

Family and Community

The wider world of family and community is anintegral part of the early childhood curriculum.

Relationships

Children learn through responsive and reciprocalrelationships with people, places, ar,d tl,ings.

THE CONTEXT OF EARLY

CHILDHOOD CURRICULUM

Levels of Leamlng

Level One

The leamer engaged with the leamlng envlronment:

r learning to respond to challenge and change;

r gaining knowledge of language and cultural tools;

r having individual needs and rights met, anddeveloping associated responsibilities;

r responsive and reciprocal relationships.

Level Two

The immedlate learning environmentsand relationships between them:

r home and family;

n early drildhood education seftingp and the people in them.

Level Three

The aUutts' environment as i t inf luences thelrcapacity to care and educate

r professionalism of all adults;

r professionalsupport;

I collegial development and opportunities for furtherlearning;

I kinship networks;

r friendship networks.

Level Four

The nation'a beliefs and values about chitdren andearly chlldhood care and educafion.

Level One:

The learner engaged

Page 4: Haris Portfolio

iI Te l^/harikiTHE PRINC|PLES' STRANDS, AND GOALSFOR THE EARLY CHILDHOOD CURRICULUM

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Strand 1:Well-being - Mana Atua

The l'realth and well-being of the child are protectedand nurtured.

Goals

Children experience an environrnent where:

rq their health is prornoted;

E their emotional well-being is nurtured;

a they are kept safe from harm.

Strand 2:Belonging - Mana Whenua

Children and their families feel a sense ofbelonging.

Goals

Children and tl'reir families experience an environmentwirere:

!{ connecting links with the family ancl thewider world are affirmed and extended;

u they know that they have a place;

u they feel comfortable with the routines,customs, and regular events;

u they know the lirnits and boundaries ofacceptable behaviour,

Strand 3:Contribution - Mana Tangata

Opportunities for learning are equitable, and eachchi ld 's contr ibut ion is valued.

Goals

Children experience an environment where:

u there are equitable opportunities for learning,irrespective of gender, ability, age, ethnicity,or background;

n they are aff i rmed as incl iv idr.rals;

n tl'rey are etlcollraged to learn with andalongside otl"rers.

Strand 4:Communication - Mana Reo' l 'he languages and syrnbols of their own and othercultures are promoted and protected.

Goals

ChiIclren experielrce au erlvironmeut where:

n they develop non-verbal conrmunicationskills for a rarlge of pur.poses;

n they develop verbal communicatiou skillsfor a range of purposes;

n they experience the stories and symbols clftheir own and other cul tures;

r Lhey discover and develop different ways tobe creative and exlrressive.

Strand 5:Exploration - Mana Aot0roa

The child lear:ns tlrrough active exploration of theenvironment.

Goals

Children experience an envirorrment where:

n their play is valued as meaningful learniugand the importance of spontaneous play isrecognised;

n they gain confidence in aud control of theirboclies;

m they learn strategies for active exploration,thinking, and reasoning;

n they develop working theories for makingsense of the natural, social, physical, andmaterial worlds.

Page 5: Haris Portfolio

.O9 Teacheil Maree

Todoy wos your f irst doy ot MilvertonKindergorten Hqris. How great to see you conf identlylook oround qll the exciting oreos of ploy with Mum. fwos so impressed with your will ingness to try newqctivities . After o little bit of exploring the diff erent

oreqs of kindergqrten you come in for mqt time. You were q bit

- uncertoin obout whqt to do of mot time but after oT

h. I l i t t le whi le you begon to join in the oct ions! Greatwork Hqrisl. f think you hod hod enough of sittingdown qfter mqt time becquse you spent the rest ofthe session outside. You decided to work in thesondpit. You were very excited qbout oll thediff erent eguipment in the sondpit shed! You hoppilytried severol 'boking' resources in the sondpit. f

I wonder if you do boking with Mum ot homeZ You:demonstroted conf ident physicol skills qs youexplored the chqllenge course set up. You returned

severql times to the sondpit qnd f think this is going tobe one of your fovourite oreos to ploy otkindergorten. fnside f could seeyou enjoy

iusing the trqin set with o smoll group ofboys. Your tidy up job is to help put owoy thewoter toys. AfIer tidy up time you werehoppy to sit down to o story before Mum

lcqme to tqke you home.

Horis, you hod o greot f irst doy. You werehoppy to ploy ond explore, selecting severoldiff erent things to use ond ploy with. Wehope you enjoyed your f irst day. We look forword to

wotching you grow ond develop within theki ndergorten envi ronmentl

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Page 6: Haris Portfolio

Date:2.3.09

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Haris thanks for hef ping me making newdough this morning. You were one of 5 chif-dren that got to help with this special task to-day. You had to help measure out the flour,saft. cream of tarter and oif into the bowf, then Iadded the dye and hot water and mixed it. ltwas good thatyou were able to wait your turnand hefp with the counting as we added aff thedifferent ingredients. You picked the cofour yel-fow to make the dough. Karla picked the colourpurpfe. Once I had mixed in the hot water, youcontinued mixing everything together, youshowed good perseverance as it was stiff andhard to mix everything together. When it wasall mixed you washed out your bowl andspoon. good taking responsibifity Haris . Nextyou returned to the tabfe to hefp knead thedough. I wonder what cofour the dough wif fbe by the end of the week when the cofourshave mixed together?

Knead and mix the dough together, wash your bowl and spoon.

Page 7: Haris Portfolio

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You know the routines with mattime, and join in the actions ofsome ofour songs.

You know to help yourself tosome water when you needit.

More sears construction

Great to see that you feel confident tohave an individual turn in front ofthegroup at mat time.

You are able to follow theprocess and make yourselfsome toast at processcooking.

Taking some time to do somecreative exploration with the dye.

You are confident to join a group ofchildren already working togetherwith the sears.

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]\'J Creat to see you helping tidy up whattr you having been playing with at tidy

You starting working with the train set by yourself, soon you are happy towork alongside other children when they join you. Together you construct atrain track for the trains to go on.

Datet 7 2.3.09 *tsR*Teachen Heten t{ltverton flndergorten f

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Page 8: Haris Portfolio

Date:2.3.09 Relieving Teacher: Claire

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Haris thanks for hefping me making newdough this morning. You were one of 5 chif-dren that got to hefp with this speciaf task to-day.You had to hefp measure out the flour,saft, cream of tarter and oil into the bowf, then Iadded the dye and hot water and mixed it. ftwas good that you were abfe to wait your turnand help with the counting as we added afl thedifferent ingredients. You picked the cofour yef-fow to make the dough. Karfa picked the colourpurple. Once I had mixed in the hot water, youcontinued mixing every[hing together, youshowed good perseverance as it was stiff andhard to mix everything together. When it wasall mixed you washed out your bowl andspoon, good taking responsibifity Haris . Nextyou returned to the table to hefp knead thedough. I wonder what cofour the dough wif fbe by the end of the week when the colourshave mixed together?

Knead and mix the dough together, wash your bowl and spoon.

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Page 9: Haris Portfolio

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Name: Haris Gh,azali Date: L6.3.09

Date Started Kindergarten: 2.2.09

Ffow have thev settled:Haris has settled in well to kindergarten. He is

^w^re of kindergarten routines

and expectations and tries to work within these. He is huppy to say goodbye toMum, and get busy at kindergarten. He participates in our r*at times and willtake on an individual role in front of the group when he is feeling confident. Heis self motivated in the choices of activities he chooses to do.

Where are they working and playing?Haris explores a variety of areas at kindergarten. Inside he likes constructiontype activities, such as the mobilio and marble run. FIe also enjoys vehicles andtransportation activities. He does a few painting and a bit of aft and creative ex-ploration. Haris prefers the outside environment, especially physical activity likethe challenge course, running, trolleys, swinging, and working in the carpentry.FIe also enjoys sand and water play, especially mixing the two together.

Who are they interacting with?Haris is happy to work independently at an activity of his own choosing. He isconfident to join a group of childten aheady working together, and will initiateconversation with them. He comfortably interacts with other children at the sameactivity as himself. He is confident to make his needs known to adults when heneeds help.

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