Knowledgeable

Knowledgeable is another attribute of the learner profile. The IB describes knowledgeable as: We develop and use conceptual understanding, exploring knowledge across a range of disciplines. We engage with issues and ideas that have local and global significance. 

What strikes me is the connection between knowledge and understanding. Although they are different - knowledge being more binary and understanding being more associated with different levels of making sense of abstract concepts - knowledge provides the building blocks for understanding. Although the PYP is a transdisciplinary programme, the description above recognises the importance of knowledge in different disciplines. In Kindergarten, although many of the ideas we explore have global significance (play, structures, relationships...) we often explore these through very personal and local contexts so young children feel connected to these ideas. 

We have a written curriculum that is driven by conceptual understanding - both in the scope and sequence documents, and written as central ideas for units of inquiry. Although these big ideas are planned, they can be explored in so many different ways and can take different directions according to the children's interests, inquiries and play. It is important to note that since children start at different levels of understanding, they will also develop and end up at different levels. Although some aspects of curriculum have a logical sequence and build on one another, I try not to deny children the opportunity to engage with ideas simply because they appear later on a curriculum map. For example, some of the children are still confusing numbers in the 'teens' yet they are happy exploring patterns in numbers between 20 and 100. Last week, a group of children were interested in visiting a fruit and vegetable stop on the high street. While there, they noticed the different prices of goods and we learned how to say amounts of money using the notation of Euros. Very quickly, they were comparing the prices of food to find the most expensive item in the shop. Number sense and understanding the relationship between sounds and letters are both key elements of curriculum in Kindergarten. 

The schedule is key to develop the most relevant knowledge and understanding. A schedule that is intentional yet flexible anticipates and responds to the children's needs. Last week, we had Languages Week. Many parents visited us in class to play games, share stories and show visuals to expose us to numbers, vocabulary and letters/characters in Japanese, Korean, Russian, Maori, Hebrew, Arabic, Finnish, Danish, Dutch, Pulaar and French! 

Alongside the planned curriculum, Kindergarten children have daily opportunities to play - play in the true sense of the word, when they have total choice and freedom over what they do. The knowledge and understanding from these opportunities cannot be pre-determined. These moments often present such authentic learning moments for individuals and small groups of children. Last week, one child was doing a jigsaw puzzle of France and asked where the South of France was. This presented a learning opportunity to explore the compass rose on the jigsaw. Another child was writing numbers with lots of zeros. Through discussion, we modelled trillions, building on what the child knew about millions and billions. I also bought a new game of chess for the class. One group was interested in playing but wanted to know the rules and the moves of each piece. A few days later, they are now playing independently. Another child is fascinated with rhyme and is often playing with sounds and words to deepen his understanding of rhyme. 

The learning environment plays a huge role in promoting curiosity and evoking wonder. The spiral staircase Kindergarten use to go to the playground used to have the numbers 1 to 10. We noticed the children loved to count forwards and backwards as they moved up and down the stairs. Last week, we changed the numbers from 0 to 20, skip counting in 2's. This will lead to explorations of patterns. 

Questioning is a huge part of being knowledgeable. Asking the right type of question to elicit different types of thinking is crucial. We sometimes ask more factual questions, but to encourage higher levels of thinking, we often ask conceptual questions (Eg how and why), invitational questions (What if...?) and debatable questions (What is the best way to...)

A culture of inquiry is not just a wonderful space to engage in the process of learning. Knowledge is acquired and understandings are formed. Seeking and responding to children's theories and wonderings create unique opportunities for children to gain knowledge and understanding based on their own interests and thinking. Yesterday, a group of children were investigating towers as structures, and through exploration, doubt and wondering, they learned more about stability and balance. 

Conferencing has an important role in Kindergarten. They offer opportunities to check in with each individual child to determine levels of knowledge and understanding, clarify ideas and plan for next steps that might be needed. 

Knowledge of each other and our routines is also such an important part of Kindergarten. It is important for children to have time and different opportunities to know each other's names and learn about one another's interests, talents and culture. There is also certain vocabulary that can be supported by visuals (photographs, drawings, body language) for children to feel comfortable and know the routines of the school day. Examples might include snack, lunch and bathroom. They also need to know where resources are kept so they have access to different materials and develop good organisational skills to put these things back responsibly. 

Reflection Questions

What knowledge do your children have?

How do ensure there are meaningful contexts and big ideas to structure knowledge acquired?

How do you balance anticipating knowledge that is useful with responding to spontaneous opportunities to acquire new knowledge?