UAIMS

Philosophy

 

Ubon Adventist International Mission School Kindergarten offers a transitional experience that extends the home and the early childhood program that considers the developmental stages if children as well as their individual differences.

 

Children are God’s gift to the human family, a continuing evidence of His love. They are created in His image, unique and endowed with the hope to think, to learn, and to choose.

 

The child’s image is form by the significant people in his life. Nurturing adult in the kindergarten program provide a safe and creative environment away from home, which enhances a positive self-concept in each child. When a child experiences success in this type of environment, there is a joy in learning.

 

Ubon Adventist International Mission School believes that true education is the harmonious development of the whole being. Therefore the areas of spiritual, cognitive, physical, social and emotional development become an integral part of the learning environment in the early nurturing of the young children.

 

Learning is a complex process that results from the interaction of the children with their environment. This interaction includes thinking, doing, modelling and speaking. Learning is optimal when the environment provides children with the opportunity to be engaged in these activities.

 

The goal of Ubon Adventist International Mission School is too cooperate with the Devine purpose of imparting to young children the knowledge of God and molding their character in the harmony with His. We also believe that each student grow differently. Therefore it will be more efficient to work according to their level. Considering this uniqueness, our department has chosen the Developmental Curriculum Program which is integrated with American Curriculum in order to reach these goals and cater the needs of each student in our school.

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ESLO

A Critical Thinker who

• Effectively uses a variety of complex strategies (higher order thinking skills)

• Effectively translates issues and situations into manageable tasks that have a clear purpose

 

A Quality Producer who

• Applies academic and vocational skills

• Uses resources and technology

• Creates quality products

 

An Effective English Language Communicator who

• Clearly expresses ideas in the English Language.

• Effectively communicates with diverse audiences.

• Demonstrates open-mindedness.

• Understands cultural differences.

• Effectively uses other methods communication.

 

A Collaborative Worker who

• Values and demonstrates teamwork

• Respects others’ ideas

• Recognizes, appreciates, and utilizes diversity

• Effectively performs a variety of roles

• Works toward the achievement of group goals

 

A Self Manager who

• Displays appropriate self-direction

• Exhibits self-control

• Monitors his/her own progress

• Displays quality use of time

 

A Global Citizen with Integrity

• Maintains high moral and ethical standards

• Protects the natural environment

• Practices a healthy and balanced life-style

• Contributes to the welfare of society

• Understands the Seventh-day Adventist worldview

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Kindergarten 1-3
Learning Objectives / Areas of Development

I - Character Development

1. Helpful

2. Obedient

3. Knows how to share

4. Kind

5. Honest

6. Forgiving

7. Recognizes and respects God

8. Knows how to pray

9. Participates in singing

10. Appropriately quiet and listening to teacher.

II - Social Development

1. Relates positively to adults – asks for help or approval

2. Plays cooperatively

3. Participates in class

4. Respects others – teachers and classmates rights or properties that belong to others

5. Respects school materials and equipment 

III - Emotional Development

1. Shows positive self-concept

2. Feels secure - can separate from parent/ baby sitter

3. Identifies self with first and last name

4. Accepts self - limitation

5. Accepts praise and criticism

6. Shows happiness/ pride in accomplishments

7. Expresses positive emotions

8. Expresses negative emotions in acceptable ways

9. Shows self-control

IV - Maturity in Work Habits

1. Pays attention to direct instruction

2. Completes assigned tasks

3. Makes a good use of free play

4. Seeks help is needed

5. Works neatly

6. Cares for personal belongings

7. Cleans up self and things after using

V - Mental – Cognitive Development
 

  A - Language

1. Ability to say his/ her name, classmates and teachers

2. Follows classroom’s routines

3. Speaks English clearly

4. Recognizes letters A-Z and reads other simple words

5. Understands simple instructions

6. Knows five senses and parts of the body

7. Listen in Group

8. Identifies and names colors

   B - Pre-Math

1. Counts 1-100

2. Matches sets one to one

3. Identifies by name square, circle, triangle, rectangle

4. Participates in calendar activities

5. Knows the concept of numbers 1-20.

6. Quantitative concepts , big, little, tall, short, many, less, full, empty 

VI-Physical development

1. Establishes left or right handedness

2. Distinguishes left and right

3. Holds pencil correctly

4. Writes manuscript

A - Fine Motor Activities

1. Coloring

2. Cutting paper

3. Pre-writing

B - Gross Motor

1. Copies unilateral movement

2. Copies bilateral movement

3. Jump

4. Moves to the sound of music

5. Catches a ball

6. Bounces a ball

7. Throw a ball

8. Eye Tracks object

9. Run

10. Stand on one foot

11. Bicycles

12. Hops

13. Skips

14. Gallops

15. Walks in a line

16. Walks on a balance beam  

17. Walks backward

18. Climb stairs

19. Rolls forward

20. Rolls backward

C - Personal Hygiene(self-help)

1. Take care of bathroom needs

2. Washes and dries hands

3. Uses tissue appropriately, if necessary

4. Demonstrates appropriate eating skills

5. Able to change clothes, put on shoes, tie shoelace by self or with little help

6. Fasten buttons, buckles, and zippers with little help

 

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