KINDERGARTEN educational approach was first introduced in the late 18th century. The educational institutions had no or least idea of Kindergarten classes prior to mid-19thCentury and it was never considered an integral part of education at that time. General tendency was to allow toddlers/infants to develop their brains prior to start the schooling as they were considered to be totally raw, not able to retain educational skills and benefit from those skills in higher grades while  six years’ age was considered to be ideal to start early education.

Somewhere in 19th century, the researchers started getting influenced by the idea  of Kindergarten Educational Approach and related  programs which were receiving acknowledgment by the educationists and started convincing the school leaders and the stakeholders that “the sooner the start, the better the result”.

There was a very famous research by Senator Margaret McCain and Fraser Mustard about Early Years Study, which was accepted and approved by the educationists. In turn, they started investing hugely in early development and health of young children. The idea was not encouraged by a government funded institutions because of the demand of spacious classrooms and costly equipment to support this program.

The issue was not only limited to the lack of facilities, but also the unavailability of the skilled staff to start and implement Early Age Programs. In the absence of basic qualifications needed to deal with toddlers and infants who were freshly coming out of the laps of their mothers and hardly uttering few words of their own mother tongue that was not intelligible for their teachers, the commencement of the program was quite challenging.

Though Friedrich Froebel (1782-1852) was able to design a preschool curriculum for children aged three to seven that was based on play and focused on nurturing children’s intellectual, moral and physical development, it was actually an educational program for the “whole child.”

Rapid change in the industrialization during early 20th century was a breakthrough for early age education as both parents were needed to participate in the ever increasing industries. Early Kindergarten programs were considered a vehicle for individual salvation that by extension would support a collective moral reform, but the social reform movement had become more secularized. Kindergarten became a building block for curriculum rather than moral reform. About 6,000 children were admitted from the whole Europe in a Kindergarten Program in early 19th century.

        “There can be no doubt that Kindergarten training serves a most useful purpose in supplementing home training, in assisting the child in the transition from home to school life, and that it helps progress and achievement through the regular grades. The value of kindergarten programs for early school education should be more generally available.”

The Royal Commission on Education, Ontario  

The play-based philosophy about child development encountered considerable challenge and kindergarten programs changed accordingly. The work of Maria Montessori in the early 1900s, for example, focused on more directed learning for young children. Through the late twentieth century there was an ongoing debate within the kindergarten movement and among early childhood educators about the importance of a program based on play versus a program based on more specific skill development.

Interestingly, the most recent research on early childhood development points to the importance of play that was the underpinning of Froebel’s kindergarten development philosophy on early childhood development.

While there is a specific research on kindergarten programs, there is a significantly larger body of research on early childhood education generally. Some of this latter research applies specifically to child care programs, but much of it is valid for all early childhood education, including junior and senior kindergarten.

“Across the kindergarten year, children are gaining specific reading and mathematics knowledge and skills. By the end of their kindergarten year, nearly all children recognize their letters, their numbers and their shapes. The percent of children who can recognize words by sight and demonstrate an understanding of words in context, though still relatively low, increased across the kindergarten year. And the numbers of children adding and subtracting also increased across the kindergarten year.”

                   Jerry West, Kristin Denton and Lizabeth M. Reany, The Kindergarten Year.

The report further states that, for the most part, the children were also gaining in their positive social interaction and in their approaches to learning. The authors acknowledge, however, that it is more difficult to quantify behavioral changes.

Though the kindergarten approach is in full vogue these days but Jawahir Al Riyadh International School (JARIS) Kindergarten maintains its distinction catering more than one thousand preschoolers. Purpose based campus of JARIS KINDERGARTEN can accommodate more than 1500 students at a time. The demand has ever been increasing as we have been successful in winning parents’ trust and confidence with every passing year. JARIS has trained kindergarten teachers who are responsible for each level starting age three group. Each level requires special skills and specific understanding of child psychology to cultivate the seeds of knowledge in the young learners during these delicate years of age. Staff at JARIS Kindergarten is intensively trained to foster safe and nurturing environment for the social, psychological cognitive and physical development of young children. Our early years’ teachers have a far-reached contribution in offering a broad range of programs for the children that is an unwavering complement of kindergarten program. Teachers with a certificate of qualification bring a broader educational and training background to the classroom as well as knowledge of the continuity of curriculum development throughout the elementary grades. Their strong professional background in all areas of child development plays its important role in refining children’s Gross Motor Skills and Fine Motor Skills and paves the ways towards their cognitive development. They have been specifically trained to prepare four and five-years-olds for the more structured learning environment of grade 1 and beyond. The presence of trained staff is not only the most important indicator of high quality but also a guarantee to a solid foundation for a child’s learning structure.

JARIS designed big sized classroom essential for early childhood education program where the children have all the activities and recreational programs under one roof. Each spacious room is ideal for activities and students’ centered learning environment (SCLE). The staff in each room consists of head teacher plus her two assistants. The head teacher supervises the activities in groups and arranges interesting steps in different moves to keep all the students continuously engaged so they are never forced to keep sitting at a fix place. These movements save them from the feelings of exhaustion, boredom and the environment ensures their active presence in the class.. This practice has been proved to be very successful and all the students love to share happily in different learning activities. The teachers spend more time with each group and use variety of teaching strategies that are most suitable to the unique learning pace, need and style of individual learners. Each teacher identifies her students’ problems and tailors her teaching plans that foster positive student behavior and reasonable attitude.

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