Kindergarten has a key role to play in preventing school failure by making language teaching a priority, from an early age. Indeed, the lexical and syntactic quality of statements understood and produced by students determines access to learning throughout schooling. The first learning cycle is used to advance students from the small section to the large section towards the understanding and use of an increasingly elaborate oral French language on which they can rely on when learning to read.
– Fundamental learning in kindergarten: discovering numbers and their uses
In kindergarten, stabilizing students’ knowledge of small numbers up to ten is a priority
– Modern Foreign Languages (MFL) in kindergarten
Language awareness also contributes to each area of the kindergarten curriculum. It involves playful and reflective activities on language (nursery rhymes, games with words, etc.), giving way to sensitivity, sensoriality, motor, relational and cognitive skills of pupils. This sensitive approach to MFLs contributes to the development of oral language and the consolidation of French proficiency, which are essential objectives of nursery school. A note declines the general principles of organization and the pedagogical approach to be preferred in middle and large sections.
The kindergarten is intended for young children aged three to six. It consists of three classes: the small section (PS), the middle section (MS) and the large section (GS).
The small (PS), middle (MS) and large (GS) sections form the “first learning cycle.”
Teachers are accompanied by an ATSEM (educational assistants) in each class. These ATSEMs are responsible for assisting teachers in educational activities, helping children in their daily activities (meals, hygiene, etc.) and helping in the material preparation (or rehabilitation) of activities.
In September 2016, new school programmes were implemented and learning cycles redesigned. In fact, Cycle 1, called the “First Learning Cycle,” brings together the small, middle and large section classes.
Levels: all Kindergarten (TPS-PS-MS-GS).
Special Official Bulletin No. 2 of March 26, 2015 is devoted to the kindergarten curriculum, which came into effect at the start of the 2015 school year.
Teaching in Cycle 1 is organized around five main areas of learning:
Kindergarten is an essential phase in the learning process since children gradually discover and learn the basics of work carried out in preparatory class and since it constitutes the child’s first step in the learning process..
1. Small Kindergarten Section Classes
The small section is the first class of the kindergarten, with the main objectives being: socialization (living with others), acquiring the child’s autonomy (knowing how to fend for oneself) and oral language (their vocabulary is enriched, their sentences become more elaborate)
2. Middle Kindergarten Section Classes
Motricity occupies an important place on a daily basis. The proposed activities are linked to learning that promotes the awakening and autonomy of your child: they are very varied. The pupils, for example, share “ritual” moments that allow them to address the notion of time: date, seasons, weather. They play with recess and tackle notions of locating in space. Other games encourage them to count. They learn to pay attention through nursery rhymes, finger games, short stories. They handle and familiarize themselves with written materials. They carry out visual arts activities and discover technical gestures within their reach: painting with different tools … Children often “work” in workshops (a small group of 4 to 6 children).
3. Large Kindergarten Section Classes
Poetry, vowel recognition, cursive writing, a sense of responsibility, construction of objects in volume, environmental awareness, sculpture… the program of the large kindergarten section is very rich and varied. It prepares the child for primary school.