Executive Order On Education In Kindergarten

Original Language Title: Bekendtgørelse om undervisning i børnehaveklassen

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Table of Contents

Appendix 1

Appendix 2

Appendix 3

Appendix 4

Appendix 5

Appendix 6

Publication of preschool training

In accordance with section 40 (1). 4, in accordance with the Law of the People's School, cf. Law Order no. 1049 of 28. On August 2007, as amended by law no. 369 of 26. May 2008 :

The overall target of the kindergarten class

§ 1. The teaching of preschool class must help to lay the foundations of the school's work on the versatile development of students by giving the individual child challenges that develop the child's curiosity, the whitest and desire to learn more and to do the child. Classified with the school.

Paragraph 2. It is being sought that children as part of the diverse development are dedicated to knowledge and skills that the school's basic class education can build on.

Paragraph 3. The teaching of preschool class must create links both between the children's transition from home and day offers to schools and between kindergarten, the following class steps and school-free time-timeshyhome.

The content and step goal of the kindergarten

§ 2. Play must be a key element of the emphasis placed on the value of the legens and learning through games and play-related activities.

Paragraph 2. The teaching of preschool class must be based on and further develop skills, knowledge and experiences that children have dedicated to family, day-time offers and leisure.

Paragraph 3. The teaching must strive for children to develop and motivate to concern themselves with the content of the school, social community and special forms of work, and thereby contribute to the foundations of the children's future education.

Paragraph 4. The teaching is organised, so that children learn that they are part of a larger social community.

Paragraph 5. The content of the class shall include at least the following themes :

1) Language and expression-forms.

2) Nature and natural phenomena.

3) The practical / muse.

4) Movement and motor skills.

5) Social skills.

6) Collections and cooperation.

Paragraph 6. Content descriptions with corresponding step goals for each theme are shown in Appendix 1-6.

Mandatory language assessment

§ 3. At the beginning of the preschool class as part of teaching a linguistic appraisal of children so that the lessons from the outset may be based on the basis of the linguistic competences and conditions of each child and the principle of : educational differentiation.

Paragraph 2. Results of the language assessment are included in the student body of the student body.

Entry into force

§ 4. The announcement shall enter into force on 1. August 2009.

Paragraph 2. At the same time, notice No 499 of 13. June 2003 on the content of preschool.

The Ministry of Education, the 31. March 2009 P.M.V.
Peter Greennegård
Department Manager / Helle ConBeknes

Appendix 1

Language and expression shapes

Objectives
Contents of the Notify
The teaching must be directed towards the knowledge and skills of the students at the end of preschool class, who enable them to :
The spoken language
Converand and Dialogue
-WHAT?
participate in conversation and may be exchanged between listening and yonder,
Through class talks and dialogue, children are practising different kinds of speech and listening roles, including taking the floor and listening carefully to others.
-WHAT?
have the attention paid to the different functions of languages and adapt the language to different situations ;
There are situations where children are given the opportunity to practise listening, speak and ask and thus develop awareness of the various functions of language. You should also have a feeling that you speak differently depending on who you approach and what you want to achieve.
-WHAT?
speak of language
The teaching gives the children reason to speak of language and to wonder about the language and to seek explanations in terms of words they do not know or understand. The linguistic focus is on the development of the children's vocabal, their linguistic use and linguistic awareness.
-WHAT?
conversation about the content of texts
Converts to the content of texts based on open questions and supports the children's text understanding.
Telling and reading
-WHAT?
tell of their own experiences in a coherent form
In the teaching, children themselves are given the opportunity to tell, fabulate and re-use of the use of various forms of expression.
-WHAT?
listen to read and tell stories and render the contents of the text
The teaching includes reading and narrative, which includes both facts and fiction. The emphasis is placed on appeal to the children's imagination and desire to deal with books and other written media.
-WHAT?
To tell situational stories based on images or heard stories
In the context of the children's reenactment of heard stories, various visual models are used to support the children's narrative. This instruction allows you to work with historian's storytelling structure (initiation, action and closure).
-WHAT?
further develop and nuance vocabulant and conceptual understanding ;
The teaching gives the children the opportunity to test and develop language and concepts in relevant contexts. They use the language to explore and wonder, to have fun and to play with.
Through books and reading, the more complex structures of the font language are met. In order to increase the opportunities for children to learn words through reading, children are involved as active narrative stories of history.
The written language
Early Write and Read
-WHAT?
games, improvisers and experimentation with rhyme, rhythm, language sounds and words
This class includes activities and games of sound, rhyme, rhythms and graphical symbols, including letters and numbers.
-WHAT?
have knowledge of the name, form and sound of the letters,
The children's knowledge of the name, form and sound of the letters are part of a functional context.
-WHAT?
Playing and experimenting with set-up and moderation
This education gives the children rich opportunities to reflect on the language, including games and experimentation, with words-and sentence-formation. The teaching places the emphasis on the systematic development of words-and conceptual understanding.
-WHAT?
Playing and experimenting with writing and written messages as a means of communication
The children are learning how to communicate through drawings and early writing, including self-inventing characters, letters and letters. The education promotes children's insights that the language is a means of communication that can be made available to others in the speech and in writing.
-WHAT?
use letters and experimentation with words and phrases in their own handwriting and on computer
The children will be given the opportunity to experiment with early writing by drawing and writing small tales, tales, descriptions, etc., and handwriting, as on computer.
-WHAT?
experimenting with different daily writers
In the context of the early days of the children, we are working on a different daily basis : wish lists, household notes, letters, and so on.
-WHAT?
experimenting with reading little lyrics.
From the beginning of the preschool class, children are encouraged to play their part in the role of reader by sitting with a book and experimenting with studying for themselves or for others. The lore and books in the class inspire children into their own text production and early reading of books.
The linguistic dimension
The work of languages and forms of expression must form part of the other compulsory themes. The children must develop knowledge of the special language and expression of the themes, which make it possible for them to understand and express varying degrees of precision. The instruction must be aimed at developing the language of children so that they can describe, name and address, experience, observations, objects and phenomena within each theme.

Appendix 2

Nature and natural phenomena

Objectives
Contents of the Notify
The teaching must be directed towards the knowledge and skills of the students at the end of preschool class, who enable them to :
-WHAT?
pay attention to natural business phenomena from everyday life, including concern, ask questions and talk about their observations ;
The emphasis is placed on investigative, experimental and legend activities. The activities are organised so that the children are given the opportunity to develop their natural professional understanding. When possible, education is carried out on the grounds of the school's external areas and in nature.
-WHAT?
to know of the course of the year and the day of the day and to events in the natural environment that are associated with it ;
This education strengthens the attention of children to everyday phenomena and to involve their immediate observations in conversation.
-WHAT?
know different weather phenomena,
The children's questions about nature are being followed up by adults with open questions, which are putting further thoughts into the children's minds.
-WHAT?
sorting collected material by different categories, including the shape, colour, surface, number and weight of
This lesson is based on the various preconditions and organisation of children, so that the children have practical experience of many different materials from their close world.
-WHAT?
-WHAT?
Horrible in nature.
the beginning of knowledge of everyday resources, such as water, electricity and waste,
The teaching places the emphasis on developing children's interests, curiosity and respect for nature. As part of teaching, children are taught how to travel in nature, use it sensible and avoid damage to plants and animals, as well as how they can contribute to the improvement of the environment.
-WHAT?
-WHAT?
recognize the body and be aware of different bodily functions ;
know the meaning of good hygiene, including hand wash ;
The work on the human body, its senses and functions is based on the pupils 'own observations regarding their own and their friends' bodies. Convertures and small trials lead to knowledge of the functioning of the body.
-WHAT?
know of a healthy diet,
In the teaching, the children are working with the ordinary food and the origin of their origin.
-WHAT?
-WHAT?
-WHAT?
-WHAT?
have knowledge of numbers and counting eminders ;
build agreement understanding by connecting the number name, number symbol, and number
have knowledge of mathematical concepts used to name and describe shapes and phenomena ;
work on math stories.
The teaching includes a series of activities which teach the children to associate mathematics with mathematics with their own reality. Through games, games, studies and experiments with figures, shapes, shapes and patterns and concrete materials, children's understanding of language of mathematics. The work is based on conversation / dialogue and play with concrete materials.

Appendix 3

The practical / muse

Objectives
Contents of the Notify
The teaching must be directed towards the knowledge and skills of the students at the end of preschool class, who enable them to :
-WHAT?
-WHAT?
the experience and intercultural nature of the arts and cultural impressions ;
express themselves in different ways of images, singing, drama, play on instruments, movement, speech and writing language
The training shall be organised so that the children may experience with all senses that knowledge, knowledge and experience can be acquired from different expressions of expression and media, including images, music, songs, films, stories, in spoken and written languages ; and dramatic steps. The children themselves experience and experimenting with the use of these forms of expression, both in adult-driven contexts and in free activities on their own initiative.
-WHAT?
using different materials, tools and techniques.
Through creative activities, children are aware of and confidentiality of the use of various tools, instruments, materials, techniques and forms of work linked to the practical / physical area, including the use of IT and the media ; and written expression.

Appendix 4

Movement and motor

Objectives
Contents of the Notify
The teaching must be directed towards the knowledge and skills of the students at the end of preschool class, who enable them to :
-WHAT?
to master and use the body varied and show endurance
The teaching includes the games and activities where the children use the body varied. In the event of a game that motivates physical activity, the children experience pleasure and well-being by physical expression.
The basic breeding motor skills of the children are trained through sporting activities and movement games, and relevant explanations and instructions make children familiar with the use of tools and tools. Games and activities are organised so that children experience and gain insight into the capabilities and limitations of the body.
-WHAT?
combine linguistic activities with physical acts
The teaching codler speech and body language together in play and role play. The teaching contains the list of songs and songs that support special motion patterns. Through imaginative stories, the children are given the opportunity to experience and use imagination, emotions, motor skills and senses. The education stimulates the child's awareness of the body's location in relation to the surrounding environment.
-WHAT?
control the movement of fine motor vehicles,
The teaching supports the children to further develop their fine-motor movements. Through activities like cutting, drawing, painting, experimenting with early writing and using it develops their finite skills and practise eye-eye coordination.
-WHAT?
take advantage of the entire school and its playground and know the possibilities and limitations of the local area.
The teaching includes the school playground, as well as inside, in such a way that the children will be familiar with and can exploit them. The children are learning to orient themselves in their local area, both in terms of traffic and in order to be able to use the local area's offer.

Appendix 5

Social skills

Objectives
Contents of the Notify
The teaching must be directed towards the knowledge and skills of the students at the end of preschool class, who enable them to :
-WHAT?
establish and maintain friendships and play together with other standards and values other than their own ;
Through education and play, children experience the importance of having friends, and they are aware of their own responsibility in the development and maintenance of good relations with both children and adults.
-WHAT?
contribute to the creation of the standards and rules laid down by the Board ;
The training shall be arranged in such a way as to ensure that the children are involved in agreements on which rules and standards apply to the class and how the rules are complied with. They must experience their influence and influence and influence on the appeal of the draft.
-WHAT?
share responsibility for the community,
This training shall be arranged so that children learn to take on tasks beyond their personal interests, including the agreements on order, clean-up and working conditions.
-WHAT?
use language considerate in connection with conflicts and conflict resolution
Amongst other people through role-playing, children are being made aware of the way in which they can help both to reduce and reinforce discord and conflict in the way they can help both the language and body language.
-WHAT?
carry out the personal functions of daily life, including the understanding and follow instructions.
The activities of preschool class strengths and further develop the skills of the children in relation to being self-reliant. They are learning how to receive and understand a collective message and act accordingly.

Appendix 6

Cooperation and cooperation

Objectives
Contents of the Notify
The teaching must be directed towards the knowledge and skills of the students at the end of preschool class, who enable them to :
-WHAT?
to know and comply with general rules and standards for class education and group work ;
The teaching is organised so that the children are introduced into many different forms of organisation and cooperation, including work alone, in pairs, in groups and in class education. Through the cooperation of the children, children are taught to give and receive help, inspiration and praise and to develop patience for situations in which they must put their own interests aside for the sake of the Community.
-WHAT?
use drawings and writing languages to clarify and maintain common rules on cooperation and cooperation ;
The adopted common rules for cooperation and cooperation shall be loaded, processed and made visible in text, drawings and role-playing.
-WHAT?
come up with proposals for the content of the subcommittee and propose forms of work and activities appropriate to the content, and set up simple objectives for their own work ;
The children experience that, by being involved in the selection of content, objectives and evaluation, they have an impact on teaching, and that they themselves and others become happy and proud when the objective is achieved.
-WHAT?
take the initiative and make choices, including maintaining the selection ;
The activities are organised so that children will be privileged to take initiatives and make choices between more opportunities in both free and adult-driven activities.
-WHAT?
are both in individual work and in cooperation in larger and smaller groups ;
The teaching places the emphasis on the ability of children to maintain their attention and to prodiate in different activities and that they learn to distinguish between constructive working acidic and disturbing noise.
-WHAT?
refer to their own work and express their objectives as to whether they have achieved the objectives set.
The teaching introduces the children of a working environment's various processes, including making choices, setting targets, deplooing in the work process and evaluating the finished work.