About Our Kindergarten Program
Children bring with them a unique kind of curiosity, energy and zest of life. We believe it is our role to provide a kindergarten learning environment that facilitates the best possible place to grow, develop, and learn. A play-based program in an environment that is trusting and encouraging will enable each child to feel comfortable enough to take "risks" to learn, enabling them to reach their potential.
We will endeavor to plan, adapt and/or change instruction to meet the particular needs of each child. A variety of learning experiences using various instructional strategies will be implemented to meet many different styles of learning. We are committed to the growth of skills and attitudes in each developmental area (social, emotional, physical, intellectual, and creative).
We want your child's first year in school to be the best beginning filled with happy and successful experiences.
To learn more about the Forest Green Kindergarten program, check out the slideshow below:
Guiding Principles for Kindergarten to Grade 3
Primary Programs Framework – Guiding Principles
© Alberta Education, Alberta, Canada 2007
Teaching and learning processes are complex
Learning and teaching processes are complex, interconnected and occur in and outside of school. The learning process involves active participation, innovation and creativity. It can transform all learners and, potentially, how they learn. The outcomes of the learning process cannot therefore be entirely predicted.
Diversity is a condition for and an outcome of learning
Individual learners bring a wide range of different experience, knowledge and skills to the learning process. Understanding of diversity is enhanced when learners actively participate in a variety of learning activities in a collaborative group process. Sharing knowledge, understanding and skills brings learning to a higher level than individuals can achieve on their own.
Learning is making meaningful connections that lead to understanding
Learning is a complex process in which all aspects are connected together in a nonlinear, complex and dynamic way. Recognizing the interrelationship between the learning process and students’ personal understandings can help teachers guide students to make meaningful connections between the learning process and learning outcomes.