ENGLISH LANGUAGE EDUCATION IN TED ATAKENT COLLEGE KINDERGARTEN

ACADEMIC PROGRAM

TED Atakent College Kindergarten Education Program is created based on the Ministry of Turkish Education (MEB) Primary School Program,  it was prepared in an eclectic structure by embracing various programs, approaches and models. Early chilhood education programs such as Montessori, Reggio Emilia, High Scope, Head Start, and GEMS have been included in line with the structural and cultural values ​​of our society in order to educate individuals as 21st century’s needs.

Our program is based on the developmental characteristics of the children. At TED Atakent College Kindergarten, our goal is to bring a rich and diversified learning environment to our young learners. We aim to support our students in every field of development (Cogninitive, social-emotional, language, psycho-motor, self-care) while simultaneously developing learning, curiosity and senses, research-questioning and problem solving skills.

The centric point of our program is to provide students with self-confidence, the ability to communicate positively with others, to produce different solutions when faced with problems, to assume their own learning responsibilities, empathy, team work, sharing, respect, peace, and various other qualities.

All of the educational activities at TED Atakent College Kindergarten are planned by supporting the students’  relationships with their peers in their natural environment and by taking into consideration their individual characteristics in their natural environment.

The weekly program includes lessons in the fields of Physical Education, Visual Arts, Music, Swimming, Chess, Gymnastics and Modern Dance. The multi-dimensional growth of our students is supported by field trips, project based studies and activities that  include family participation which are theme-organized.

ENGLISH PROGRAM

At TED Atakent College, the “Intensive English Program” for 3 and 4 -year old students and “Dual Language Program” for 5 – year old students are applied.Bilingual learning and development can progress just as successfully as single language learning if students in their developmental stages are educated and supported in the correct manner. An individual develops two languages ​​either in a natural process, or by an educational approach. The natural process is when parents use the second language within the household, while the educational approach indicates that students should be exposed to the language from the age of three. There are several important factors affecting the process of acquiring a second language. Some of these factors are age and duration of exposure to the second language. Studies have shown that when students start learning a second language before the age of 7, the language acquisition is  just as close to the main language. The quality of the learning process positively supports the language development as well. The duration of the exposure to  the language is influenced by this result, as with all other learned skills.In the bilingual program for 5 year old students at TED Özel Atakent Kindergarten, Kindergarten teachers and English teachers create a curriculum that is parallel with one another. At this time, students aim to reinforce the concepts  they see in their mother tongue  with what is taught in the English program. Hence, providing a higher level of self confidence. The primary objective of the “Bilingual Program” is to provide an environment where learners will express themselves in both their native language and in the foreign one. This program will  play an important role on our students’ academic, social and individual development contributing to their focus and careful  processes; facilitating cause & effect relationship and tracking the topics on both sides, allowing them to acquire skills such as being able to follow different cultural  developments closely.

ASSESSMENT AND EVALUATION

Parent-teacher interviews are held in both semesters. During these meetings assessments about the work of students in the classroom and achievements are conveyed. The student invites his / her family to classes both in English and Turkish portfolio presentations. In this way, it is ensured that the child takes responsibility for their own growth and development. Based on observations during the year, midterm reports and student development assesments are sent at the end of each semester.

PLAYGROUND

The kindergarten has two large playgrounds located in the front and back of the school. . Children use the playground twice a day in the morning and after lunch. In the kindergarten, all children are allowed to go out to the garden, taking into consideration that children have fresh air and the movement they need. Children can use the playground outside of scheduled time for class activities. In the warmer months, the outdoor areas are used considerably more.

SCHOOL HOURS– DAILY SCHEDULE

* 5-year old sample curriculum.

Every day, the program starts at 08:00 and finishes at 16:00. On Fridays, the last lesson finishes at 14.25. Students who arrive early are greeted by a teacher on duty at 07.30. Students who will leave the school late will attend the after school program from 16:00 until 17:30.

Hours   – Activities

08.00 – 08.15 ARRIVAL– GREETING

08:15 – 08:30 DANCING TIME– MORNING MEETING

08:30 – 09:00 BREAKFAST / CLEANING UP

09:00 – 09:40 READING WRITING ACTIVITIES

09:50 – 10:30 SCIENCE & SOCIAL STUDIES

10:40 – 11:20 TED PHONICS

11:25 – 12.05 MODERN DANCE/ BALLET FOR BEGINNERS

12:15 – 13:00 LUNCH / CLEANING UP

13:00 – 13:40 SCIENCE & SOCIAL STUDIES

13: 45- 14:25 TURKISH LANGUAGE ARTS

14:25 – 15:10  SCIENCE & MATH ACTIVITES

15:00 – 15:30 SNACK TIME– OUTDOOR PLAY YARD ACTIVITIES

15:30 – 16:00 DISMISSAL

* Kindergarten class teachers and English class teachers are with the students allday .
* TED Phonics lessons are held by native teacher in cooperation with English teacher.

 

OUR GOALS

The main aim of our English program, practiced by Turkish and native speaking teachers, is to make our students love English, to make them aware of the possibility of communicating in another language, and to emphasize the benefits of learning the target language.

LEARNING STRATEGY AND METHODOLOGY

• In our programme, which aims to improve verbal communication, which includes the active learning model, our students will learn and live with language, enjoy listening and speaking English, and reinforce their knowledge using as much as possible in their daily lives.

• A variety of game-based activities provide for active participation of learners in language use, workshops, and using foreign languages they learn in different areas. Drama, TPR (Total Physical Response), music and puppets are the most used methods for effectively using language. Rich audiovisual instruments play a major role in reinforcing what they learn about daily conversation activities, songs sung in motion, rhymes and games.
• In the context of English activities, it is our aim to reach every student with different teaching techniques by using hands-on activities, music and movement-based activities, computer assisted activities, drama, science/nature/culinary activities, story books and projects considering that the students have different learning styles.

• In our English program, supported by different branches, we try to create opportunities for our students to learn, use and learn by living in their everyday lives.

Intergrated Programmes in TED Atakent College Kindergarten
CLIL
For the 5 year-old age group, the subjects covered in the Turkish curriculum under the CLIL curriculum are also taught in English. The aim of the programme, which is run concurrently with the mother tongue is to grow language awareness to our students, hence giving them the opportunity to gain awareness in the cultural sense.

• Creative Thinking / SCAMPER

SCAMPER is a creativity tool, helping kids brainstorm and come up with different thinking techniques. The outcome of thinking outside the box is to innovate and create unique products.

Phonics

English phonics lessons are conducted with 5 year-old age groups as phonological awareness studies. The aim of these lessons is to teach children how letters and sounds are made up into speech sounds. The aim of a “phonics” lesson is to develop phonological awareness through songs, sensory games and story-telling activities.

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