In addition to the classroom teacher, students in Early Childhood see specialists in Music, Art, Spanish, Physical Education, and Library. Please select a subject below to read the details.
In our World Languages Program for Early Childhood, our students learn Spanish hands-on by making interdisciplinary connections with the classrooms’ IB Units of Inquiry. Both the Spanish teacher and the lead teachers collaborate to make the learning experience rich and meaningful for each child. Preschoolers sing songs, play games, and create art to develop their vocabulary. They learn terms including, but not limited to, the categories of colors, numbers, animals, greetings, and politeness norms. In keeping with our International Baccalaureate Program, students grow in their global mindedness as they explore the cultural aspects of various Spanish-speaking countries.
En nuestro Programa Mundial de Lenguages para la educación inicial, nuestros estudiantes aprenden español interactuando en actividades de tipo manual que ellos mismos realizan. Estas actividades están especialmente diseñadas para que tengan una conexión interdisciplinaria con las unidades del programa International Baccalaureate. La participación de las maestras de español e ingles en el diseño de las actividades y unidades hacen que el sistema de enseñanza-aprendizaje sea una experiencia enriquecedora y significativa. Los niños aprenden el vocabulario a través de canciones, juegos, y actividades artísticas. Algunos ejemplos del vocabulario que aprenden son colores, números, animales, saludos y expresiones de cortesía. Manteniendo nuestra idea de educar estudiantes con una mentalidad globalizadora para el mundo de hoy, ellos exploran distintos aspectos culturales de los paises de habla hispana.
The visual art program in the preschool at Chatsworth Hills Academy is a tactile and visual experience. Young learners are invited to enjoy creativity embedded in experimentation and exploration of materials, tools, and techniques. The creative process is in the journey of discovery as students explore the art elements of color, line, shape, form, and texture. They play with different media. They paint with texture tools, fingers, brushes, droppers, sculpt with clay and collage materials, draw, build, try out printmaking techniques, and develop their fine motor skills as well as their artistic voice at a developmentally appropriate level. They share their artistic experiences and artworks with each other and explore how art can be a language for creative expression. The art lessons are designed to correlate, overlap, and parallel their units of inquiry so that natural connections can be made.
The Early Childhood music program at Chatsworth Hills Academy provides preschool children with the opportunity to explore sound through singing, moving, listening and playing instruments. Traditional children’s songs, games, folk songs, words, and phrases from a variety of cultures and styles are introduced. The children experience an environment with a variety of sound sources, selected recorded music, and opportunities for free improvised singing. In addition, we utilize interdisciplinary opportunities where we can weave music into the concepts being explored in the classroom units of inquiry. Concepts such as systems, feelings, relationships, animal characteristics, and the 5 senses effectively support music education. To help build communication and presentation skills, there are various musical performances throughout the year that are designed to support the core curriculum unit shares. A highlight of the year is when the preschool showcases their musical talent as they perform at the winter concert.
Research shows that children who play (exercise) increase the capacity of function of their organs as adults. If children do not get the opportunities for exercise as their organs are growing, that functional capacity can be lost forever. Children come to school at many different levels of physical development. Some children need the experiences that will help orient their body in space while others are ready to be more challenged with ball skills and strategies developed through games. CHA Physical Education program is designed to create a fun, developmentally appropriate, safe, supportive, and structured environment that will enhance the motor skills, fitness levels, interpersonal skills, and cognitive abilities of each student.
Through various exercises and activities students will observe changes in their bodies as they explore their body’s capacity for creative movement. Individual students will develop a range of both gross and fine motor skills by taking risks and challenging themselves through a variety of different physical activities. These activities will focus mainly on, but are not limited to manipulative skills such as tossing, throwing, catching, kicking, striking, and rolling. Activities may include the use of balloons, balls, hoops, and paddles. Classes will also introduce basic motor skills such as skipping, galloping, running, jumping, etc. In addition students develop an understanding of spatial relationships, creative movement, and pretending. As the year progresses low-organized group games that work to develop teamwork and camaraderie will be introduced. These games facilitate the development of problem-solving and decision-making skills. Students will discover that playing and engaging with others can be fun, while learning the values of good sportsmanship; cooperation, sharing, and empathy. Students will have opportunities to reflect on the different challenges of each activity and express how it made them feel physically and emotionally. The collaboration between PE and classroom instructors will also extend what students are learning in the classrooms.
The CHA Library seeks to act as a support to the International Baccalaureate program of the school as well as providing a place that inspires students to improve their reading skills. The library teaches students that books can be sources of information as well as read for pleasure.
The Librarian meets regularly with teachers to collaborate and plan activities to support the Units of Inquiry of each classroom. Books are read to the students that help them develop a strong understanding of the Learner Profile Attitudes and Attributes of the IB program. The Librarian also provides teachers with books that support each Unit of Inquiry so that students may access them in their classrooms.
Library visiting time is provided for Early Childhood students as an opportunity to spark the interest in written materials and provide a foundation for literacy. As students advance to Kindergarten and First Grade, they are given the responsibility and privilege of selecting books to borrow and read on their own. Read-alouds with the school librarian are important to support their emerging reading skills. Selections include books for word recognition and vocabulary as well as selections that support the Unit of Study in their classrooms.
As students reach Second, Third, Fourth and Fifth grades, the Library provides separate times for their growing needs. The joint Technology/Library times provides opportunities for students to research questions they have relating to their Units of Study through both online resources and selections offered on our bookshelves. The library provides work areas as well to complete the learning environment. In addition, each class is allowed additional time in the library to follow individual reading interests. Students in these grades earn the privilege of checking out several books to enhance their reading skills and foster the IB Learner Profile Attitudes of Curiosity, Enthusiasm, Confidence, Appreciation, Respect, Integrity and Independence.
Students in Middle School may visit the Library and use the resources need on a individual basis. The integrated use of the Library with Technology is viewed as a valuable Media Center and is available for the support of all CHA students, staff and parents.