Kindergarten Resources and Classroom Materials Guide · PDF fileLearning Centre Materials and...

Kindergarten Resources and Classroom Materials Guide

Prepared by: Curriculum and Accountability Team

Spring 2008

Table of Contents

The Kindergarten Learning Environment p. 3

A Quality Kindergarten Environment Teacher Reflection Guide p.5

Core Professional Resources p.7

In God’s Image and Supporting Resources p.10

Classroom Furniture and Storage Equipment p.11

Learning Centre Materials and Equipment p. 12

Instructional Materials and Aids p.15

Audio Visual Equipment p.15

OESS Software p.16

Active Outdoor Play Equipment p.17

List of Suppliers p.18

TCDSB Kindergarten Resources and Classroom Materials Guide, 2008 2

The Kindergarten Learning Environment

The key components of the Kindergarten learning environment are: theuse of space in the classroom and outdoor area; the use of time during the day and the appropriateness and variety of resources available bothpeople and materials. In planning programs, teachers should ensure thatthe learning environment is inclusive and that it is one in which children feel comfortable and safe, yet stimulated to learn and explore.

The Kindergarten Program, 2006

In developmentally appropriate Kindergarten classrooms, teachers ensure that the learning environment is

not only safe and secure but also stimulating, inviting and promotes learning. The classroom is prepared

thoughtfully with the young child in mind, so that learning can take place naturally through play but also,

with guidance and instruction using appropriate materials. Resources are carefully selected to invite play,

discovery, experimentation, problem solving and higher order thinking skills. They enhance learning,

support the various and changing needs of children and capitalize on how children learn best, through

manipulation, exploration and play. In Kindergarten, children benefit from many types of materials that

support and nourish development in all areas. A wide of materials and resources are required that:

Facilitate social understanding and cooperative interactions with peers;

Encourage creative expression, awareness and confidence in art, music and movement;

Promote development of foundational literacy and numeracy skills and

Support understanding and concepts related to nature and science, critical thinking and the

scientific method.

Providing a variety of materials for children’s independent learning activities also allows teachers to

respond to the individual differences of children.

Although appropriate resources and materials are integral to an effective Kindergarten environment, the

organization and care of these resources cannot be understated. Kindergarten teachers need to ensure that

all materials and resources are safe and well maintained. Toys and equipment must be cleaned regularly

and checked for safety. When planning for and organizing resources in the classroom, Kindergarten

teachers should:

Organize materials into labelled bins or baskets using words and pictures

Ensure that materials are readily accessible to chilren

Label shelves and baskets with corresponding symbols, stickers or labels to guide and assist children

with tidying procedures


Change or add materials at learning centres throughout the year to maintain interest and respond to

the developing needs of children

Incorporate authentic, natural materials wherever possible

Select materials and resources that are inclusive in nature and reflect the diversity within the

classroom, community and wider society (e.g., dual language books, art works from various cultures,

male and female dolls of various ethnicities)

Include literacy and numeracy materials throughout the classroom at various learning centres.

The purpose of this resource is to guide educators in making informed decisions regarding developmentally

appropriate materials and resources for quality Kindergarten classrooms. Although not exhaustive, the lists

provide suggestions and considerations when creating effective learning environment for young children.


A Quality Kindergarten Environment Teacher Reflection Guide

The learning environment plays a critical role in the way the teacher guides skill development of young

children. The choice of materials, the physical layout, the organizational structure and routines are all

critical components in creating a quality, developmentally appropriate classroom and reflect the teacher’s

fundamental beliefs about how young children learn. The following guide could be used by Kindergarten

teachers in reflecting about their classrooms or for discussion purposes with other early years staff.

A. Organization and Space

The classroom is safe and stimulating and invites inquiry and promotes learning.

There are well-defined areas for learning centres with a balance of noisy and quiet areas.

Flow and movement of children in the physical layout of the classroom is facilitated.

There is a large open gathering area for the whole class to meet.

Learning centres are positioned to promote interaction and socialization.

Learning centres are organized so when the children are working they are visible to the teacher.

Children have easy access to materials at the centres.

Children are familiar with routines. Routines are reinforced or re-taught when they are not working.

There is more children’s work displayed in the classroom than teacher-made or commercially produced materials.

There is a space designated for children to display their chosen work.

There is a prayer table that reflects the changing liturgical seasons.

There is large, visual word wall that is accessible to both the children and the teacher.

There is a well-organized math wall that contains an ongoing record of what the children are learning in math

and provides a reference for ideas and support.

There is a planning board that encourages children to plan and choose learning centres and/or activities

B. Time

There is a large block of time for children to engage in their choice of learning-based play (45 minute minimum).

Time for whole class instruction is kept to a minimum at any one sitting.

There is time each day of literacy and numeracy instruction and exploration.

There is time for children to share (e.g., activity-based sharing, author’s chair, newstelling etc.).

There is time each daily for physical activity and movement.

The schedule follows a consistent pattern but is also flexible to meet the needs and interest of the children.

Please consult: A Guide to Effective Timetabling in Kindergarten (TCDSB, 2008) for more specific details.


C. Resources and Materials

Materials are developmentally appropriate, open-ended, safe and in good repair.

Materials are inclusive and reflect the diversity of the classroom and the community.

There are literacy centres in the classroom (e.g., writing, language, alphabet, listening and library centres).

There are discovery/exploration centres in the classroom (e.g., math, science, water, sand, art, painting, computer

centres.)

There are dramatic play centres in the classroom (e.g., house, puppet, blocks, toys centres)

The learning centres are well organized, clearly labelled and accessible to all children.

Materials are added or removed to maintain interest and the changing needs of the children.

The children are well aware of the expectations for each learning centre.

There are appropriate resources to support the development of literacy and numeracy skills at the learning

centres.

Children have access to a range of materials at the arts centre that will allow for exploration of various

materials, techniques, art forms and open-ended responses rather than only product-oriented crafts.

Goals to improve my learning environment:

Steps I will take to improve my learning environment:


Core Professional Resources for Kindergarten

The following are Kindergarten core resources available in schools across the Toronto Catholic District

School Board.

General Assessment, Evaluation and Reporting in the Kindergarten Program (TCDSB 2006) is a new support document for Kindergarten that is aligned to the revised Kindergarten Program document. It provides teachers with practical suggestions for classroom assessment complete with recording tools. It also outlines and describes reporting procedures using the new online Kindergarten Progress Report application. Collaborative Early Learning and Care Programs for Young Children and Families of the Toronto Catholic District School Board (TCDSB, 2008) is a new resource developed by the TCDSB Early Years Steering Committee. The purpose of this resource is to describe the early years governance model for the Toronto Catholic District School Board and suggest practical ways in which staff can work with community partners to create collaborative, quality early learning and care programs for young children and their families. Education for All: The Report of the Expert Panel on Literacy and Numeracy Instruction for Students with Special Needs, Kindergarten to Grade 6 (Ministry of Education 2005) recommends effective practices based on research, that would allow teachers to improve and reinforce effective instruction of reading, writing, oral communication and mathematics to students who have special education needs. The Kindergarten Program (Ministry of Education 2006) is the revised policy document for Kindergarten for the province of Ontario. It outlines overall and specific learning expectations for children’s learning in the following program areas: Language, Mathematics, Science & Technology, Personal and Social Development, Health and Physical Activity and the Arts. Planning Entry to School Resource Guide (Ministry of Education 2005) is designed to facilitate the planning process for children entering school in September identifies existing effective practices across the province. Steps to School: A Planning Guide for Effective Entry to School (TCDSB 2007) is a planning guide designed to assist school staff in organizing activities that support a positive entry to school for all children. A system planning calendar is included that provides a summary of activities and timelines to assist TCDSB staff and community partners with planning for a positive and successful start to school. Religion In God’s Image (Canadian Conference of Bishops, 1993) is the catechetical resource for both Junior and Senior Kindergarten. It includes a teacher’s resource binder, an audiocassette or CD, a story apron and puppet, cut outs, and 12 full-colour posters in a clear plastic tub. Language A Guide to Effective Instruction in Reading, Kindergarten to Grade 3 (Ministry of Education 2004) outlines planning and programming suggestions for reading. A Guide to Effective Instruction in Writing, Kindergarten to Grade 3 (Ministry of Education 2005) is designed to provide classroom teachers with practical approaches and resources for delivering an effective writing program.


Animating Language and Literacy (TCDSB 1998) is intended to support the word study block fore Junior Kindergarten to Grade One students. It reinforces The Phonics Handbook and provides a multi-sensory approach to teaching the 40+ sounds of the English language. This resource can be found in the yellow In Balance binder available in all schools. Contact the Speech and Language Department or your local resource teacher for additional copies. Early Reading Strategy: Report of the Expert Panel on Early Reading in Ontario (Ministry of Education 2003) reflects the views on early reading by an expert panel of educators and researchers. The Balanced Literacy Handbook (TCDSB 2000) is a guide for implementing a Balanced Literacy framework from Junior Kindergarten through to Grade Three. It provides specific guidelines for Kindergarten. The Balanced Literacy Student Measures (TCDSB 2000) outlines the Balanced Literacy assessment required for Junior Kindergarten to Grade Three. The Phonics Handbook (Sue Lloyd, Jolly Learning 1992) is designed to provide a phonic-based system for teaching children to read. It provides a multi-sensory approach to teaching the 40+ sounds of the English language. Every school was provided with several copies of this resource as part of Balanced Literacy initiative. Copies should be included as part of every school’s Balanced Literacy central storage. The Speech Print-Connection (Wellington Board of Education 1993) is a resource guide that provides activities for emergent readers and writers and emphasizes the importance of phonological awareness and the relationship between speech and print. This resource can be found in the yellow In Balance binder available in all schools. Contact the Speech and Language Department or your local resource teacher for additional copies. Nelson Language Arts Kindergarten Teacher’s Resource Book (Nelson Thomson Learning 2000) is a comprehensive literacy resource. It outlines instructional strategies with numerous practical activities and assessment ideas for the development of literacy skills in young children. Each school received at least one copy of this resource along with the Kindergarten Nelson Language Arts program that included big books for shared reading and small books for guided reading. Sound Skills (Peel District School Board 2002) is a resource guide for Kindergarten teachers to help students develop language awareness skills. Workshops highlighting the binder are currently being offered. For more information contact the Speech-Language Department. Story Time! Using Narratives to Enhance Literacy Development in Kindergarten (TCDSB 2006) offers Kindergarten teachers with instructional strategies and lessons based on children’s literature to enhance oral language and literacy development. An accompanying kit with story props was also sent each school. Supporting English Language Learners in Kindergarten (Ministry of Education 2007) offers suggestions for Kindergarten teachers on how to support English language learners in the classroom. Mathematics A Guide to Effective Instruction in Mathematics, Kindergarten to Grade 3: Number Sense and Numeration (Ministry of Education 2003) outlines planning and programming suggestions for number sense and numeration strand.


A Guide to Effective Instruction in Mathematics, Kindergarten to Grade 3: Geometry and Spatial Sense (Ministry of Education 2005) outlines planning and programming suggestions for geometry and spatial sense strand. Early Math Strategy: Report of the Expert Panel on Early Math in Ontario (Ministry of Education 2003) reflects the views on early math by an expert panel of educators and researchers. Nelson Mathematics Kindergarten (Nelson Thomson Learning 2005) is a core program for mathematics in Kindergarten and includes teacher’s resource guide, poster pack and Math Jam K audio CD. To supplement this program, schools also received Info Read Kindergarten Mathematics (Nelson Thomson Learning, 2005) including teacher’s resource, big books and little books addressing each of the five strands in math. Health and Physical Activity Jigga Jump (OPHEA 2006) is a resource to encourage teachers to integrate physical activity into existing programming using the Jigga Jump Adventures music CD and the materials provided in the leader’s guide. Every elementary school in TCDSB was provided with a copy. OPHEA Health and Physical Education Units for Kindergarten (OPHEA 2001) provide numerous ideas and strategies for teaching health and physical education in Kindergarten. A copy is available on the Program Services CD provided to all teachers. Principals can request additional copies by contacting the printing department. Costs will be assumed by the school. Physical Education Kindergarten/Grade One (TCDSB 1999) is a document that provides resources units for the development of locomotion, manipulation and stability skills. A music CD is also provided with various age-appropriate dances. These blue binders are available in all TCDSB schools. Rainbow Fun (Toronto Public Health Department) is an easy to use resource that gives children ages 3 to 7 a complete physical workout in 20 minutes. Every elementary school in TCDSB was provided with a copy. The Ultimate Playground Kit (Toronto Public Health Department) is a physical activity resource developed by Toronto Public Health in consultation with community agencies, child care centres and physical activity experts. This kit contains a variety of playground games many of which can be adapted for younger children. Science Wings of Discovery (WTK Press 2007) is a new science resource especially designed for Kindergarten learners. Every elementary school received a teacher’s guide, 12 learning units, a set of photo cards and CD.


In God’s Image and Supporting Materials

Item Vendor #

SAP # Approx. Cost

In God’s Image Early Childhood Resource Kit (includes catechist’s manual, cassette, 12 colour posters, story apron, hand tree puppet, and cut out figures in resistant multi-purpose container) Canadian Conference of Bishops

183-090

3901 $295.00

In God’s Image Catechist’s Manual (in three-ring binder) Canadian Conference of Bishops

183-091

3902 $149.95

In God’s Image Cassette (included in Resource Kit but also sold separately) Canadian Conference of Bishops

183-092

3903 $10.00

In God’s Image CD Canadian Conference of Bishops

183-301

3904 $24.95

Balanced Literacy Materials Supporting In God’s Image

The following books were purchased for each TCDSB elementary school to support themes from In God’s Image. These books may have been placed in either the Balanced Literacy central storage or the Teacher Resource area of the library.

Title Author Themes from In God’s Image Hurry Up, Franklin Paulette Bourgeois 6, 20

The Kapok Tree Lynne Cherry 26

Red Leaf, Yellow Leaf Lois Elhert 10, 26

Four Seasons for Toby Dorothy Joan Harris 11, 12

Over in the Meadow Ezra Jack Keats 28

One Watermelon Seed Celia Barker Lottridge 27

Just Me and My Dad Mercer Mayer 2, 19

Lifetimes Brain Mellonie 32,33

Have You Seen Birds? Joanne Oppenheim 30

Ten in a Bed Mary Rees 2, 6, 14

The Four Elements: Earth Fire, Air,

Water (4 Books)

Maria Ruis and J.M.

Parraman

15

Big or Little? Kathy Stinson 4

Mom and Dad Don’t Live Together

Anymore

Kathy Stinson 32

Spots, Feathers and Curly Tails Nancy Tafuri 31

I Know a Lady Charlotte Zolotow 25

My Grandson Lew Charlotte Zolotow 33


Classroom Furniture and Storage Equipment

Item Considerations Quantity Tables Varying sizes available (20”, 22”, 24”)

Various shapes (round trapezoid, rectangular and half-circle) Consider use and classroom space

Variety

Student chairs Varying heights available (12”, 14”, 16”) 20-25

Library bookcase or book display racks

Ensure sturdy construction Wood or coated wiring construction Some serve dual purpose (display on one side and shelving on other)

1-2

Adult rocking chair Solid wood construction 1

Painting easels Variety of styles available (two-sided, three-sided and four-sided) Some styles provide shelving for paper and supplies Consider heavy duty paint trays Removable trays preferable for ease of cleaning

1-2

Drying rack Wire or plywood racks available Various sizes and styles available Some are free standing while others require wall mounts

1-2

Free-standing self storage units

Variety of sizes available in various materials depending upon function and size considerations Consider adjustable shelves Locking castors Compartments for storage trays

3-5

Computer tables Consider student access 1-2

Storage bins Various sizes and depths available Clear or assorted colours to differentiate learning centres Consider hard plastic for durability

Variety

Play kitchen set Stove, refrigerator, sink, dresser and cupboards Various styles and combinations available depending on classroom size

1 set

Play kitchen table and chair set

Sturdy hardwood set is most durable Plastic sets also available

1 set

Reading/writing centre Various models available Options include: whiteboard, magnetic board, storage bins, big book display ledge

1

Classroom meeting area carpet

Various sizes, shapes, colours and styles available 1

Puppet theatre/stage Various styles and sizes available

1

Sand/water table Various sizes available depending on classroom space Plastic tub or lining is best and lids are suggested

2

Please consult the Furniture and Equipment Kindergarten List (2005) in the Materials Management section on the Board’s Intranet site for specific suppliers and pricing.


Learning Centre Materials and Equipment

Centre Item Quantity Bible 1 Simple cross 1 Picture of Jesus with children 1

Prayer Table

Cloth for each liturgical season (purple, white, green)

1 of each

Play dough (various colours, purchase or made) 2-3 containers Rolling pins (child size) 2-3 Modelling tools Variety Assorted dough cutters (e.g., shapes, letters) Variety

Play Dough Centre

Placemats 2-3 Puppet stage/theatre (constructed or purchased) 1 Puppets- people 3-5

Puppet Centre

Puppets-animals 3-5 3-D Geometric foam solids 1 set Attribute blocks 1 set Balance scale 1 Demonstration clock 1 Colour tiles 1 tub Geoboards and geobands 5-10 boards Two-coloured counters 1 tub Pattern blocks 1 tub Play money- coins 2 sets Snap cubes 1 tub Dry measuring set 1 set Metric spoon set 2 sets Three bear family counters 1 tub Links 1 tub Reversible graphing mat 1 Number cubes 1 tub Giant foam dice 1 set Magnetic numbers 2 sets Sorting set: collections and trays 1 set Pegboards and pegs 5-10 boards

Mathematics Centre

Math related books Variety Magnifying glasses 5 Thermometers (simple) 5 Balance scale 1-2 Large horseshoe magnet 1 Magnetic wands and marbles 2-5 wands Stethoscope 1 Kaleidoscopes, binoculars or telescopes Variety Bug viewers 2-5 Plastic animals (wild animals, farm animals, pets, dinosaurs, insects and ocean animals available)

Variety

Natural materials (e.g., rocks, shells, plants) Variety Science related books Variety

Science Centre

Marble run 1 set


Computers 1-2 Computer station or table 1-2 Programs and software for language, math and science development and for problem-solving

Variety

Computer Centre

Headphones 1-2 Large and/or small wood hollow blocks 20-40 pieces Lego blocks 1-2 class sets Duplo blocks 1-2 class sets Tinkertoys 1-2 class sets Natural hardwood blocks 100-200 pieces Coloured hardwood blocks 100-200 pieces

Blocks Centre

Foam blocks 1-2 class sets Painting easel(s) 1-2 Painting pots and brushes 2 sets Painting aprons 2 Drying racks 1

Painting Centre

Paper and non-toxic paints (e.g., tempera, finger) Variety Sand table with lid 1 Sterilized sand Assorted sieves, shovels, pails, moulds, sifters Variety Plastic cars and trucks Variety Dustpan and hand broom 1

Sand Table

Natural objects (e.g. rocks, twigs, shells) Variety Water table with lid 1 Assorted water toys (boats, pump, water wheel, rubber ducks, funnels, plastic tubes)

Variety

Water proof aprons 2-4

Water Table

Litre set 1 set Games (e.g., card, board, guessing, memory, number, counting, beginning strategy)

Variety

Toy train set 1 set Farm set 1 Airport or garage set 1 Vehicles and sign set 1 set Doll house and assorted multicultural dolls Variety Dressing, lacing and stringing materials 1

Toys

Community road playmate 1 Assorted puzzles (three-dimensional, wood, foam, floor)

Variety

Teaching puzzle: alphabet 1 Teaching puzzle: number 1 Teaching puzzle: seasons 1 Teaching puzzle: colours 1 Teaching puzzle: shapes 1

Puzzle Centres

Puzzle rack

1


Felt board 1 Felt letters 2 sets Magnetic letters- upper case and lower case 1 set of each Foam letters 1 tub Plastic letters 1 tub Set of lap chalkboards and chalk 5-10 Set of lap whiteboards and write’n wipe markers 5-10 Alphabet books 1 set

Language Centre

Alphabet blocks 1 set Listening station with headphones 4-6 headphones Tape recorder or CD player 1

Listening Centre

Books with accompanying tapes Variety Safety scissors 20-25 Assorted art supplies (e.g., glue, crayons, pencils, stapler and staples, tape, paper, markers)

Variety

Recyclable materials

Art Centre

Assorted craft and collage materials (e.g., pipe cleaners, paper plates, fabric, beads, craft sticks, felt)

Variety

Table and chair set 1 set Multicultural plastic food Variety Community helpers plastic hats 4-6 Play telephones 2 Mirror 1 Kitchen play set (e.g. plastic cutlery, cups, plates, pots and pans)

Variety

Ethnic dolls and clothes 2 Doll cradle or high chair 1 Stove, fridge, sink furniture 1 set Doctor kit 1

House Centre

Cash register 1 Bookshelf or book rack 1 Baskets 8-10

Reading Centre

Assorted books (e.g., predictable, wordless, magazines, environmental print, non-fiction etc.)

Variety

Letter stamps (upper and lower case) and stamp pad

1 set

Assorted writing materials (e.g. notepads, shape books, envelopes, paper of various sizes, colours and types)

Variety

Assorted writing tools (e.g., wax crayons, pencil crayons, pencils, pens, markers, stapler and staples, glue sticks)

Variety

Writing Centre

Assorted letter tracers Variety


Instructional Materials or Aids

Item Consideration Quantity Pocket Chart Various sizes of pocket charts

Tabletop pocket charts available for centres

1 large 1 small

Chart Stand Adjustable stand Castors available

1

Reading/Writing Centre Various models available Options include: whiteboard, magnetic board, storage bins, big book display ledge

1

Music Rhythm Set Various class sets available 1 class set

Read the Room Pointers Various styles available 8-10

Felt Board or Story Teller Board Various styles available Flat or stand alone with folding frame

1

Felt Board or Storytelling Kits Various sets available Variety

Curiosity the Clown Icons Ordered through TCDSB printing department

1

Animating Language & Literacy Sound Cards

Ordered through TCDSB printing department

1-2 sets

Interactive Calendar and Weather Display

Purchased or teacher-created Interactive and displayed at child’s eye-level

1

Write and Wipe Boards and Markers Lapboards, size 9”x12” Sturdy, unlined

Set of 10

Chalk Lapboard and Chalk Lapboards, size 9”x12” Erasers

Set of 10

Audio Visual Equipment

Item Consideration Quantity

Listening Station with Headphones Tape recorder, 6-8 headsets Consult TCDSB Audio Visual Equipment list

1 set

Portable Cassette/CD Player Consult TCDSB Audio Visual Equipment list

1

Computers Pentium 4 Processor, Mouse and Power Bar Consult TCDSB Audio Visual Equipment list

1-2

Printer Black and White, Colour Consult TCDSB Audio Visual Equipment list

1

CD or Cassettes Various artists, multicultural, read alongs etc. Consider selections from Hap Palmer, Raffi, Sharon, Lois and Brahm and others

Variety


OESS Software for Kindergarten

Title Description ABCircus This software programs is a set of 8 educational games to help 3 to 6 year old

children to read and count. Learning objectives include: knowing and discriminating letters, numbers and shapes, recognizing lower and upper case letters, knowing the names of letters, matching upper and lower case letters, knowing the alphabet, recognizing numbers, counting objects and knowing numbers from to 20.

Bailey’s Book House This software program provides various experiences that focus on the development of basic language skills.

Kid Pix 2 This software includes hundreds of customized stamps, magical screen transitions, “paint” brushes and slide show feature so students can create multi-media reports, animations and slide shows.

Millie’s Math House This software program provides various experiences that focus on the development of basic math skills.

P.B. Bear’s Birthday In this software program, words are highlighted as the story is read aloud, encouraging children to form links from the spoken and the written word. P.B. Bear himself smiles, winks and laughs as he leads to children on his birthday adventures. This product is licensed for stand alone use only.

Plumo on the Farm This software program includes activities that use a range of multimedia tools to enable children to develop basic math skills (observation, seriation, classification, finding relationships) through play. Children are guided through activities by Plumo the loveable parrot.

Plumo at the Zoo This software program includes a set of 13 educational activities developed for children ages 3-8. It develops children’s cognitive skills such as observation, discrimination, counting, logic etc. Children are guided through activities by Plumo the loveable parrot.

Reader Rabbit 1 This software program builds preschool through first grade reading and thinking skills.

Sammy’s Science House This software program provides various experiences that focus on the development of science skills.

The Cat Came Back This software provides a rich cross-curricular experience for students in Senior Kindergarten to grade 3. The CD Rom includes listening, reading, vocabulary study, writing, singing, reading and music appreciation.

Theo, Leo & Manda This CD Rom is available in both English and French.

Teachers can also access various appropriate websites through the Kindergarten door of StudentLink. StudentLink is accessed when launching the Internet Explorer on any academic elementary computer in TCDSB schools.


Active Outdoor Play Equipment

Kindergarten children benefit from outdoor play in all seasons given good weather conditions. It allows

them to develop large muscle skills, burn off excess energy, alleviates stress and helps children learn how

to handle outdoor play equipment. In some schools, Kindergarten children have a separate or enclosed

play area for safety reasons. In schools where this does not exist, an outdoor play area can be defined

using pylons. When playing outdoors, Kindergarten children should have access to various equipment and

materials. These can be borrowed from the school’s central storage of gym equipment or specific resources

can be purchased especially for Kindergarten. Some of this equipment can be stored in a wheeled storage

cart or in Rubbermaid containers.

Item Considerations Quantity Tricycles and Helmets Safe, sturdy construction

Helmets are mandatory 3-6

Hoops Tough, versatile plastic Various colours available 24” or 30” in diameter

8-10

Pylons or Coloured Cones Tough plastic Various colours and sizes available

10

Beanbags

Various colours available Shape, number, colour and letter beanbag sets are also available

sets

Playground Balls Various colours available Various sizes: 3”, 6”, 8.6”, 10”, 13” Various kinds of balls (Nerf balls, sponge balls, all purpose balls, bumpy balls and soccer balls)

10-15

Jump Ropes Consider length and handles Plastic or hemp

6-10

Scoop and Balls Plastic scoops and ball sets 5-8 sets

Parachute Large or small depending on class size

1


List of Suppliers for Kindergarten Materials and Resources

Supplier Telephone/Fax Representative Comments Curriculum Plus 100 Armstrong Avenue Georgetown, Ontario L7G 5S4

1-888-566-9730 Fax: 1-866-372-7381

Marsha Feldberg (416) 492-4930 [email protected]

Literacy materials for guided and independent reading

Far Eastern Books 250 Cochrane Drive Suite 14 Markham, Ontario L3R 8E5

(905) 477-2900 No specific representative [email protected]

Multicultural and dual language books

GTK Press 18 Wynford Drive Unit 10 Don Mills, Ontario M3C 352

(416) 385-1313 Bryan Slighte [email protected]

Wings of Discovery science resource

Joseph’s Inspirational Inc. 2721 Markham Rd #39 Scarborough, Ontario M1X 1L5

(416) 291-1772 Joseph Rizza [email protected]

Religious and Spiritual Materials

Louise Kool & Galt 180 Middlefield Road Scarborough, Ontario M15 4M6

1-800-424-4011 (416) 293-0312 Fax: (416) 293-9543

Sonia Polak (416) 293-0312 [email protected]

Variety of learning materials for all program areas

NAEYC- Early Childhood Resources 1509 16th Street NW Washington, DC 20036-1426

1-800-424-2460 Fax: 1-202-328-2649

No specific representative www.naeyc.org/shoppingcart

Professional early childhood resources

Quality Classrooms Suite 622 6-2400 Dundas St. West Mississauga, Ontario L5K 2R8

1-888-517-8282 No specific representative Variety of learning materials for all program areas

Pearson Education 26 Prince Andrew Place Don Mills, Ontario M3C 2T8

(416) 386-1445

Liane Verstraete [email protected]

Literacy materials Professional resources

Scholastic Canada 175 Hillmount Road Markham, Ontario L6C 1Z7

(905) 887-7323 Fax: (905) 887-1131

Caroline Pope (905) 887-7323 ext. 4269 [email protected]

Literacy materials Professional resources

Scholar’s Choice 2323 Trafalgar St. Box 7214 London, Ontario N5Y 5S7

1-800-265-1095 Margaret Brezden (519) 453-8530 ext.383 [email protected]


School Speciality 238 Bristol Road Newmarket, Ontario L3Y 7X6

(905) 953-8300 Lisa Addario [email protected]



mailto:[email protected]





http://www.naeyc.org/shoppingcart





Supplier Telephone/Fax Representative Comments

Spectrum 150 Pony Drive, Newmarket, Ontario L3Y 7B6

(905) 898-0031 Fax (905) 898-7458

John Kearns (Mathematics) (905) 898-0031 ext. 4916 [email protected] Arthurs (Language) (905) 898-0031 ext. 4915 [email protected]

Math manipulatives Language manipulatives Professional resources

Thomas Nelson 1120 Birchmount Road Toronto, Ontario M1K 5G4

1-800-268-2222 Fax 1-800-430-4445

Lea Philips (416) 929-5399 [email protected] Picheca (416) 916-9130 [email protected]

Literacy materials including read alouds, shared, guided and independent reading Mathematics resources Science resources

Tinlids 130 Martin Ross Ave. Toronto, Ontario M3J 2L4

(416) 665-5663 Maria Martella [email protected]

Literacy materials

Wintergreen 14 Connie Cres. #10 Concord, Ontario L4K 2W8

1-800-268-1268 Denise Melanson (416) 432-2324 [email protected]


Wright Group 300 Water Street Whitby, Ontario L1N 9B6

1-888-793-7706 John Merchant (416) 4666-6542 [email protected]

Literacy materials for guided and independent reading









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