Education

Kindergarten

Article title

More information for parents

School curriculum for pre-school education:

It goes better with a smile!

Moto: A paradise of home

Just notice, children,
what beauty there is in the world!

Just look around, children,
what flowers are blooming around here!

How many animals there are,
How many birds, little birds.

How many good people are here,
who don't envy joy!

Just notice, children,
what beauty there is in the world!

Jan Čarek

PV curriculum developed on the basis of RVP PV.
Discussed at the pedagogical council on 30 August 2021.
Discussed with the founder on 31 August 2021 at the regular meeting of the Ratiboř Municipal Assembly.
We will develop, supplement and update the PV SPP as needed.

The complete School Curriculum can be downloaded here.

Barbora Machálková
Headmistress of the school

Ten points for parents before their child starts kindergarten in Ratiboř

Pre-school education is organised for children aged from 2 to usually 6 years. A child under the age of 3 is not legally entitled to be admitted to kindergarten (Section 34(1) of Act No. 561/2004 Coll., the Education Act, as amended). For children under 3 years of age, the condition of being able to fulfil the PV curriculum, separation from parents and the level of self-care - mastering hygiene habits without the need for special personal care of another adult, is set, is eligible to fulfil the requirements of the PV curriculum and the PV curriculum of the Ratiboř Kindergarten.

Talk to the child about what is done in the kindergarten and what it is like there. Avoid negative descriptions.
Get the child used to the separation. When going to the cinema, for example, tell the child that you are leaving, but reassure the child that you will be back. It is a mistake to sneak out of the house secretly. The child needs to feel that he or she can rely on you.
Guide your child to be independent especially in hygiene, dressing and eating. He will not experience the bad feelings associated with being the only one who cannot put on his pants or go to the toilet.
Reassure your child that you trust him and that he can do it. This will boost his confidence. Also let him know that you understand any fears he may have about starting nursery. Never threaten your child with nursery (he or she cannot like something you present as a punishment).
Be friendly but firm. Goodbyes should not be too prolonged. However, do not leave hastily or secretly either.
Give the child something intimate to take with him/her (a cuddly toy, clothes, etc.).
Keep your promises - if you say you will come after lunch, you should come after lunch.
Getting rid of your anxiety means getting rid of the child's anxiety. Children can be very sensitive to the signs of fear in their parents. Be clear about how you are experiencing the upcoming situation. If you are worried about being separated from your child, arrange for the child to be taken to nursery by someone who has less of a problem with this.
Don't promise your child rewards in advance for staying in the nursery. A child experiences stress not only from being in a nursery without parents, but also from failing and not getting a reward. Of course, if the day at nursery goes well, praise the child and go to a candy store to celebrate, for example. But material rewards should not become the rule.
Talk to the teacher about how to gradually adapt your child.

What would be good for your child to know before starting kindergarten

know how to use the toilet (nappies are NOT allowed)
wash their hands
use a towel independently
use the toilet independently (do not use the potty), boys lift the seat, always flush!!!, we will help with wiping
know how to blow their nose, wipe their nose, use paper tissues
actively report their needs!
Not to use a pacifier in the nursery even when falling asleep!
eat and drink independently (don't feed the child, teach the child to sit at the table at mealtimes, teach the child to eat with a spoon or even with cutlery - don't be afraid of messes, which you probably won't miss at the beginning, don't give the child a drink from a pacifier or a baby cup with a "handle")
eat not only soup but also the main meal at lunch
to be able to take a bite out of ½ slice of bread including the crust - not to cut it into pieces
the child should be used to a varied diet (vegetables, fruit, meat, side dishes)
should be able to walk for longer periods - do not carry the child in a pram
be able to be left alone for a while without loved ones
adapt to new conditions - being in a larger group, in a new environment, being away from the family for longer, being in a busy environment
be able to express their wishes and needs (ask, thank, greet...)
to be able to put toys and work equipment in the designated place
be able to behave safely within the limits of his/her reasoning abilities
be able to make eye and eye contact when communicating
respond to adult instructions and respond to their name!
respect the agreed rules in the team
recognise their clothes, pyjamas, shoes, slippers (please sign everything legibly, thank you)
recognise your mark, which will be used to mark your locker, shoe rack, towel and comb
know how to walk up and down stairs, hold onto handrails
make a "pile" of your clothes (before going to bed, after coming in from the garden...)
cooperate in dressing and undressing
put on and take off shoes, slippers
orient themselves to simple instructions, short narratives
reproduce short songs and rhymes, describe a simple picture

Requirements of Ratiboř Kindergarten

spare clothes in the locker + underwear
clothes for being outdoors according to the current season
sign the clothes! - textile marker, embroidered, etc.
slippers with white soles (dark ones stain the floor)
the child must be able to put on the slippers without the help of an adult

Competences - Specific expected outcomes

The material "Specific Expected Outcomes" supplements the document Framework Curriculum for Pre-school Education (hereinafter referred to as RVP PV). The specific expected outcomes elaborate and refine the individual expected outcomes within the educational areas in the RAPF which are described at an optimal level and which can be considered desirable for children at the end of the pre-school period.

The specified outcomes specify the requirements for the individual expected outcomes in the form of activities and opportunities so that it is very clear what a child should normally be able to achieve at the end of pre-school.

With the help of the specific expected outcomes, educators set targeted educational provision within the integrated blocks that is meaningful and purposeful in meeting the expected outcomes. For ease of reference, the outcomes are coded, organised not only into the five curriculum areas of the PVF, but within them further sorted into more specific 'sub-areas' of child development and learning. As the learning areas in the RVP PV are interlinked, some of the expected outcomes listed in each learning area are also interrelated or to some extent repetitive. In addition, the expected outcomes are presented in abbreviated form and the concepts that specify the expected outcome are moved to the category of specified outcome.

Download the complete material on "Specified expected outputs" here.

Ten points for parents of pre-school children

1. The child should be sufficiently physically and physically mature, consciously in control of his/her body, independent in self-care. A child meets this requirement if:

moves in a coordinated manner, is reasonably agile and skilled (e.g. throws and catches a ball, balances on one leg, runs, jumps, moves safely in a normal environment)
undresses, dresses and puts on shoes (fastens and unfastens zip and small buttons, ties shoelaces, puts on hat, gloves)
is independent when eating (uses cutlery correctly, pours a drink, eats cleanly, uses a napkin)
handles personal hygiene independently (uses a tissue, can blow his/her nose, washes and dries his/her hands, uses toilet paper, uses a flushing device, cleans up after himself/herself)
performs minor cleaning tasks (collects and puts away objects and equipment in a designated place, prepares other equipment, puts toys away)
takes care of his/her belongings (keeps them tidy)

2. The child should be relatively emotionally independent and able to control and manage his/her behaviour. The child meets this requirement if:

can cope with separation from parents
acts independently, has an opinion, expresses agreement and disagreement
is emotionally stable, without significant mood swings
self-controlled and controlled (responds appropriately to minor setbacks, can postpone wishes until a later time, can adapt to a specific activity or situation)
is aware of responsibility for his/her behaviour
follows agreed rules

3. The child should have adequate language, speech and communication skills. The child meets this requirement if:

pronounces all syllables correctly (including syllables, rotacisms, softenings)
speaks in sentences, can tell a story, describe a situation, etc.
speaks mostly grammatically correct (i.e. uses correct gender, number, tense, forms, words, prepositions, etc.)
understands most words and expressions commonly used in his/her environment
has an adequate vocabulary, can name most of what he/she is surrounded by
speaks naturally and intelligibly to children and adults, conducts conversation, and respects the rules of conversation
Attempts to write his/her name in block letters (marks a drawing with a mark or letter)
uses natural non-verbal communication (gestures, facial expressions, body language, etc.)
works together in a group

4. The child should master hand-eye coordination, fine motor skills, right-left orientation. A child meets this requirement if:

he/she is skilled with everyday objects, toys, tools and instruments (works with building blocks, models, cuts, draws, paints, folds paper, tears, glues, turns pages in a book correctly, etc.)
handles activities with smaller objects (beads, small building blocks, etc.)
holds a pencil correctly, i.e. with two fingers supported by a third, with a relaxed wrist
follows the pencil trail, strokes are smooth when drawing (outlines, colours, adds detail and expression of movement in the drawing)
can imitate basic geometric shapes (square, circle, triangle, rectangle), various shapes, (or letters)
distinguishes between right and left hand, right and left hand (may make mistakes)
generally arranges elements from left to right
uses the right or left hand when drawing or in other activities where hand preference applies (it is usually obvious whether the child is right or left-handed)

5. The child should be able to distinguish between visual and auditory sensations. The child meets this requirement if:

distinguishes and compares the essential features and characteristics of objects (colour, size, shape, material, figure and background), finding their common and different features
composes a word from several heard syllables and a picture from several shapes
distinguishes sounds (of common objects and acoustic situations as well as the sounds of simple musical instruments)
recognises the differences between syllables (soft and hard, short and long)
aurally breaks down a word into syllables (cheers the syllables in a word)
finds differences in two pictures, adds details
distinguishes between simple pictorial symbols and signs and simple symbols and signs with abstract form (letters, numbers, basic road signs, pictograms)
notice changes in his/her surroundings, in the picture (what is new, what is missing)
reacts correctly to light and sound signals

6. The child should master simple logical and thinking operations and orient himself in elementary mathematical concepts. The child meets this requirement if:

has an idea of number (shows the number on fingers or objects, counts on fingers, can count by ones, understands that a numeral represents a number)
is familiar with elementary numbers (names a number series and counts the number of elements up to at least five (ten)
compares the number of two low-numbered sets, i.e. up to five elements (recognises the difference and determines how much larger or smaller one is)
recognises basic geometric shapes (circle, square, triangle, etc.)
distinguishes and compares the properties of objects
sorts, groups and matches objects according to a given criterion (beads into groups according to colour, shape, size)
thinks, makes simple reflections, comments on what he/she is doing ('thinking out loud')
understands simple relationships and connections, solves simple problems and situations, word examples, problems, puzzles, riddles, labyrinths
understands spatiotemporal concepts (e.g. above, below, below, above, inside and outside, before, later, yesterday, today), concepts of size, weight (e.g. long, short, small, big, heavy, light)

7. The child should have sufficiently developed deliberate attention and the ability to remember and learn consciously. A child meets this requirement if:

focuses attention on activities for a specific period of time (approx. 10-15 min.)
"he/she 'allows' himself/herself to be recruited for deliberate learning (he/she can focus on activities that are not of current interest to him/her)
deliberately remembers what he/she has experienced, seen, heard, is able to recall and reproduce it after a reasonable time, and can partially evaluate it
remembers nursery rhymes, poems, songs
accepts a task or duty, concentrates on the task, does not run off to others, can make an effort and complete it
follows instructions
works independently

8. The child should be reasonably socially independent as well as socially responsive, able to coexist with peers in a group. The child meets this requirement if:

applies basic social rules (healthy, can ask, thank, apologise)
makes contact with children and adults, communicates with them generally without problems, makes friends with children with whom he/she feels affection
is not afraid to be separated for a period of time from those close to him/her
is a partner in play (seeks out a partner for play, arranges, divides and changes roles for the sake of play)
participates in group work, cooperates in joint activities, adapts to the opinions and decisions of the group
negotiates and agrees, expresses and defends his/her opinion
in a group (family), follows the rules given and understood, if given instructions, is understood to follow them
treats other children in a friendly, sensitive and considerate way (shares toys, tools, treats, divides tasks, notices what the other wants)
is able to be considerate of others (can agree, wait, take turns, help younger children)

9. The child should perceive cultural stimuli and show creativity. The child meets this requirement if:

listens attentively or watches with interest literary, film, drama or music performances
is interested in an exhibition of pictures, puppets, photographs, a visit to a zoo or botanical garden, a farm, etc.
is able to take part in children's cultural programmes, entertainment events, festivals, sporting events
comments on his/her experiences, tells what he/she has seen, heard, can say what was interesting, what interested him/her, what was right, what was wrong
is interested in books, knows many fairy tales and stories, has favourite heroes
knows a range of songs, poems and nursery rhymes
sings simple songs, recognises and follows the rhythm (e.g. tapping, drumming)
creates, models, draws, paints, cuts, glues, pulls out, assembles, makes
plays creative and themed games (e.g. school, family, travel, doctor), can perform short theatre roles

10. The child should be oriented to his/her environment, the world around him/her and practical life. The child meets this requirement if:

he/she knows his/her environment (at home, at school), he/she can orient himself/herself reliably in his/her immediate surroundings (knows where he/she lives, where he/she goes to school, where the shops and playgrounds are, where to go when in need, etc.)
is able to handle common practical activities and situations that he/she encounters regularly (e.g. knows how to send a small message, shop and pay in a shop, ask for what he/she needs, asks for what he/she does not understand, can make a phone call, is tidy and clean, is self-service, can do small cleaning jobs, is able to take care of plants or small pets)
knows how to behave (e.g. at home, in kindergarten, in public, at the doctor's, in the theatre, in the shop, on the pavement, in the street, when meeting strangers and unfamiliar people) and tries to follow it
has knowledge of the natural and inanimate world, people, culture, technology within the range of his/her practical experience (e.g. He/she knows his/her body structure, can name its parts and some organs, distinguishes between genders, knows who the family members are and what they do, distinguishes between different professions, tools, instruments, knows what money is for, knows the names of some plants, trees, animals and other living creatures, knows his/her way around means of transport, knows some technical devices), understands common circumstances, events, phenomena, situations with which he/she directly encounters (e.g. weather and its changes, changes of seasons, substances and their properties, travel, environment and its protection, waste management)
engage appropriately in the care of those in need
has knowledge of the wider environment, e.g. of our country (cities, mountains, rivers, language, culture), of the existence of other countries and peoples, has random and fragmentary knowledge of the diversity of the world in its order (continents, planet Earth, the universe)
behaves appropriately and safely at school, at home and in public (in the street, in the playground, in the shop, at the doctor's), is aware of possible dangers (anticipates a dangerous situation, is cautious, does not take risks), knows and generally observes basic rules of behaviour in the street (pays attention when crossing, understands traffic lights)
knows the factors that harm health (smoking)
is aware of risky and inappropriate behaviour, e.g. bullying, violence