RC 007 935 TITLE Early Childhood Objectives for Five-Year-Old Migrant Children

DOCUMENT RESUME ED 092 285 32 RC 007 935 TITLE Early Childhood objectives for Five-Year-Old Migrant Children. Florida Migratory Child Compensatory Program. INSTITUTION Florida State Dept. of Education, Tallahassee. Migratory Child Div. SPONS AGENCY Bureau of Elementary and Secondary Education (DREW /OE), Washington, D.C. Div. of Compensatory Education. PUB DATE Aug 73 NOTE 185p. EDRS PRICE MF-$0.75 HC-$9.00 PLUS POSTAGE DESCRIPTORS *Activity Units; Art Activities; *Early Childhood Education; *Educational Objectives; Instructional Materials; Learning Activities; *Migrant Child Education; *Preschool Children; Preschool Programs; Speaking Activities; Teacher Developed Materials IDENTIFIERS *Florida ABSTRACT The (1972-73) Florida Migratory Child Compensatory Program covers preschool migrant childrea (ages 3, 4, and 5). The educational objectives were developed and adopted for use by each of the 21 participating counties. The National Migrant Goals, the Florida Migrant Early Childhood Guidelines, and the Florida Kindergarten Accreditation Standard Goals and Standards were used in setting up the following objectives: (1) provide the opportunity to improve communication skills necessary for varying situations; (2) provide preschool and kindergarten experiences geared to psychological and physiological development which will prepare the migrant child to function successfully; (3) provide specially designed programs in language arts, math, social studies, and other academic endeavors to increase the child's capabilities to function at this potential; and (4) provide specially designed activities to increase the child's social growth, positive self-concept, andgroup interaction skills. Each section (categorized under these 4 objectives) lists activities and materials used by the 206 program teachers during the school year to achieve these objectives.(NQ) u rooEuPca:;,04ez - rnt:1F REST COPYAVAILABLE EARLY CHILDHOOD OBJECTIVES for FIVE-YEAR-OLD MIGRANT CHILDREN FLORIDA MIGRATORY CHILD COMPENSATORY PROGRAM Floyd T. Christian, Commissioner of Education Woodrow Darden, Division Director, Elementary & Secondary Education Ed Williamson, Bureau Chief, Bureau of Planning & Evaluation Dale HilbUrn, Administrator, Migrant Education Section August, 1973 This document was reprinted at a total cost of $930.00 or $.93 each by Region III of the Florida Migratory Child Compensatory Program through the School Board of Broward County, Florida. The Florida Migratory Child Compensatory Program is a project of the Florida Department of Education, funded under Title 1 of the Elementary and Secondary Education Act, P.L. 89-750. Early Childhood Learning Program Head Teachers Carol Cave Gloria Darville Marjorie Davis Carole Dumbleton Bernice Ford Mary Ruth Giger Florio Henne Dorcas Howard Elisabeth Maxwell Mary Nutting Mae Ostrow Hazel Overstreet Jonnie Powell Dona Slitor Mary Ann Smith Carolyn Steele Rebecca Strickland Mary Ann Whitesides Frances Warden Joan Ziegler Roberta Koert, Illustrator Foreword Each year as the northern winds begin to blow many Migrant preschool Children accompany their parents to various locals in Florida.Each child comes with a unique background and a special need for learning experiences which will enable him to live a full and rewarding life.Many of these preschool children ages three, four, and five enroll in the Florida Migratory Child Compensatory Program which is located in twenty- oneFlorida counties. Since many children travel with their parents from county to countya need for a consistant curriculum emphasis developed. Using the National Migrant Goals, the state of Florida Migrant Early Childhood Guidelines, and the state of Florida Kindergarten Accreditation Standard Goals and Standards, the educational objectives outlined in this book were developed and adopted for use by each of the participating counties. During the 1972-73 school year each of the 206 Migrant Early Childhood Learning Program teachers used these objectives upon which to build their curriculum. Realizing that there were many ways to achieve these objectives, each classroom teacher was asked to record those activities and materials which were successful in helping her children achieve these objectives.These activities were compiled by the supervisory head teachers in each county.Each head teacher submitted these to be included in the state project.A special editing committee of head teachers deleted, added to, changed, and rearranged the objectives, activities, and materials until they were satisfied with the final draft as it appears in this book. Some children are enrolled in the Florida Migratory Child Compensatory Program as young as three years old and continue in the program for three years. Some enroll initially as four year olds while some are five years old when they enroll. It is hoped that by the time a child has completed his five year old experience in the Florida Migratory Child Compensatory Program he will have achieved most of these objectives. Many of these objectives can also be achieved by three and four year old Migrant preschool children.Each teacher regardless of which age group she has in her class will determine the educational needs of her own group and will work toward those objectives which will meet the needs of her children. She will keep in mind that each successive teacher will work toward the achievement of all of these educational objectives by the time the child has completed his five year old experience. During the 1973-74 school year each teacher will be asked to contribute more activities and materials for those objectives for which there are few or no activities listed. Having this book in loose leaf notebook form (on teacher requests) will make it possible to add to and/or delete from this project as the years progress. The supervisory head teachers of the Florida Migratory Child Compensatory Program hope to develop a criterion based assessment by which each child may be assessed when he enrolls in and withdraws from the program.The assistance of classroom teachers is welcomed in this endeavor.Hopefully this assessment will enable each teacher to provide those activities and materials which are needed by each child as well as to indicate the amount of growth made by each child while in the program. All Migrant Farly Childhood teachers who contributed suggested activities and materials are to be highly commended for their dedication to the successful completion of this project. EARLY CHILDHOOD OBJECTIVES for FIVE-YEAR-OLD MIGRANT CHILDREN TABLE OF CONTENTS Page FOREWORD NATIONAL MIGRANT GOALS I. Provide the opportunity for each migrant child to improve communication skills necessary for varying situations. 3 Provide the migrant child with preschool and kindergarten experiences geared to his psychological and physiological development that will prepare him to function successfully. 54 III. Provide specially designed programs in the academic disciplines (Language Arts, Math, Social Studies, and other academic endeavors) that will increase the migrant child's capabilities to function at a level concomitant with his potential. 92 IV. Provide specially designed activities which will increase the migrant child's social growth, positive self-concept, and group interaction skills. l56 3 NATIONAL MIGRANT GOAL - Provide the opportunity for each migrant child to improve communications skills necessary for varying situations. STATE DEPARTMENT OF EDUCATION MIGRANT SECTION GUIDELINE - Provide language experiences and activities to develop thenecessary verbal ability for effective expression andcommunication with others. STATE KINDERGARTEN STANDARD GOAL - Develop skills to communicate ideas and feelings throughlanguage, movement, art, music, literature, and othermedia. STATE KIND STANDARD - The child expresses himself orally in individul and groupsituations. BEST COPY AVAILABLE 1. Given the opportunity to participate in unstructured group situations, the child will verbally interact with other children. SUGGESTED ACTIVITIES AND MATERIALS 1. Adults should circulate among interest centers joining existing conversations and initiating conversation among others. 2. In daily co-planning sessions, children are encouraged to choose an activity for that period i.e. block play, painting, table games, housekeeping corner, etc. 3. The children determine the "rules" or guidelines for use of interest centers. These may be printed on charts posted near the centers and reviewed with children from time to time. Keep rules short, simple and few in number. This the children accept the responsibility for working cooperatively, and self discipline and group cooperation is encouraged. 4. A "Crew Leader" or chairman may be appointed for an activity period. He might choose his crew to work in the block center or choose fron volunteer participants for a lotto game, a mural project pr the housekeeping center. When a participant decides to leave a grouP, he notifies the chairman who in turn, notifies another child who wants to join the group when an opening occurs. S. Participatein informal discussions during work and play, during clean up time and at snack time. INTEREST CENTERS * a. Housekeeping Kitchen equipment (stove, sink,cupboard, dishes, pans) dress-up clothes, mirror, emptygodcartons, bed and large dolls, table and chairs. b. Carpentry Real tools (saws, hammers, nails, clamps, a vice) soft wood, sand paper, bottle caps, magnet--tool storage. c. Block Building Large numbers of unit blocks on low shelves. Small boats, cars, trucks, animals

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