Kindergarten Goals & Curriculum - The Ramaz School
Archived: 2026-04-23 17:17
Kindergarten Goals & Curriculum - The Ramaz School
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Kindergarten Goals & Curriculum
The Kindergarten child learns new concepts through experimentation and discovery.
Children solve problems and make predictions by observing objects and people in the world around them and by making connections to what they already know. Children at this age are able to think in more complex ways.
The Kindergarten curriculum is both thematic and interdisciplinary. We study in greater depth Torah stories and Jewish and American holidays. We incorporate social studies, art, mathematics, and science into all aspects of the curriculum. We study thematic units based on the interests of the children in the classroom. Units might include “all about me,” the family, author studies, bugs, and other topics in science and/or mathematics. Themes emerge from the children’s ideas and interests, and our teachers and classrooms support these interests
Throughout the day, block area, dramatic play, art activities, sand and water play, outdoor play, movement, cooking, circle time, story time, and music contribute to the growth of the children. Many of these activities are done in small groups to ensure that each child is actively engaged in all parts of our program.
We believe that Kindergarten children learn best through discovery, inquiry and hands-on activities. The theories of Piaget, Vygotsky, Vivian Gussey Paley and John Dewey. Inquiry and play encourage students to ask questions, investigate, gain knowledge and then reflect on their findings. This promotes higher level thinking and risk taking, and promotes the greatest use of language between students and between teacher and students. The use of language is necessary for all further learning.
While understanding that children develop and mature as individuals at different rates, there are basic milestones that each child should reach through the Kindergarten experience. Through daily interaction with children, teachers, and materials, children continue to develop in the following areas throughout the year.
SOCIAL/EMOTIONAL
COGNITIVE
GROSS MOTOR
FINE MOTOR
LANGUAGE
HEBREW
JEWISH LIFE
Social/Emotional
Kindergarten children should be able to:
Cooperate with peers.
Become a member of a group.
Work and play with and within the group (small groups/large groups).
Develop a sense of self (in relation to the class, school and community).
Further develop independence and self-help skills.
Verbally express feelings.
Be able to ask for help and to respond to others’ requests for help (with peers and with adults).
Have empathy for others’ feelings (towards children and adults).
Engage in imaginary play scenarios, block-building, dramatic play.
Be able to separate and transition easily.
Gain increased self-confidence.
Accept limits.
Take turns.
Share.
Show respect for people and property.
Make eye contact.
Be curious.
Take risks.
Accept responsibility for own actions.
Delay gratification.
Tolerate frustration.
Accept changes.
Cognitive
Kindergarten children should be able to:
Be curious.
Follow directions.
Master and complete tasks.
Increase one’s attention span.
Remember events and information.
Share knowledge.
Follow multi-step directions.
Demonstrate interest in a subject matter.
Ask or answer questions on task.
Make discoveries.
Remember events and information.
Begin to think abstractly.
Begin to problem solve.
Think about cause and effect.
Apply prior knowledge to a new context.
Be respectful of rules and behavior.
Develop flexible thinking.
Gross Motor
Kindergarten children should be able to:
Maintain appropriate energy level throughout the day.
Walk up and down stairs, alternating feet.
Be able to move in space (hop, skip, run, jump, climb, balance).
Incorporate motor skills in game-playing (dodge-ball, etc.).
Understand own body in space.
Fine Motor
Kindergarten children should be able to:
Complete 25+ piece puzzles with ease.
Copy shapes and combine more than two geometric forms in drawing and construction.
Draw with greater detail a person that is representational.
Zip a coat.
Button.
Learn to tie shoes.
Dress self.
Print letters and numbers that are recognizable by an adult.
Correctly use scissors (unassisted).
Use proper pencil grip.
Language
Receptive Language
Understand and follow multi-step directions.
Understand stories read aloud.
Understand the plot of a story.
Recognize objects and pictures.
Expressive Language
Speak in full sentences.
Use pronunciation in speech.
Speak in paragraphs.
Use grammar correctly.
Ask relevant questions.
Extend oral language to reading and writing.
Hebrew
Will continue to build on what was learned in Pre-K, as well as:
Be able to understand the Hebrew spoken in the classroom (receptive language).
Be able to use repetitive patterns throughout the day (expressive language).
Know songs, stories, and dances that are appropriate and are integral with the curriculum.
Learn to recognize all the pronouns and several verbs, and can say sentences in present tense with a pattern.
Begin the next phase of Chalav u’Dvash.
Begin to recognize letters (auditory).
Begin to recognize letters (visual).
Begin to understand the connection between the letters and their sounds.
Begin to recognize word templates.
Be able to sort words.
Jewish Life
At Ramaz, we emphasize that Judaism is our way of life. It is not a single subject, but, rather, it is a belief and value system that we are committed to instilling in our children. Throughout the day, we teach children to be committed Jews and to celebrate their identity.
In Kindergarten children will learn to:
Develop a Jewish identity.
Develop a sense of pride in being Jewish.
Gain a love of Israel.
Know about the Jewish holidays and Shabbat.
Understand and love prayers.
Learn about different
minhagim
(Jewish customs).
Say Kiddush, light candles, cut challah, and sing Shabbat songs at the Shabbat party.
Learn
parasha
stories from
Bereshit
to the beginning of
Shemot
(
Yitziyat Mitzrayim
).
Wear a kippah/hat every day (boys).
Wear
tzitzit
every day (boys).
Participate in Rosh Chodesh sing-a-long.
Tefillot
Experience a sense of love for
tefillot
.
Daven
cooperatively.
Understand that davening is something that Jewish people often do together.
Learn the following
tefillot
:
Modeh Ani
,
Reishit Chachma
,
Bracha
on
Tzitzit
,
Ma Tovu
,
Shma
,
Torah
,
La’asok B’divre Torah
,
Aleinu
,
Adon Olam
.
Learn about the Torah and the importance of the Torah to the Jewish people.
Learn that the Torah is read on Shabbat, Mondays, and Thursdays.
Brachot
Understand the importance of reciting prayers before and after we eat.
Say
brachot
before eating snacks.
Wash hands before eating bread.
Say
birkat hamazon
after eating.
Learn the following
brachot
:
Hazan et Hachol
,
Al Ha’aretz
,
Boneh Brachmav
,
Uvneh Yerushalayim
,
Oseh Shalom
,
Yiru
.
Skip To Main Content
my
Login
Kindergarten Goals & Curriculum
The Kindergarten child learns new concepts through experimentation and discovery.
Children solve problems and make predictions by observing objects and people in the world around them and by making connections to what they already know. Children at this age are able to think in more complex ways.
The Kindergarten curriculum is both thematic and interdisciplinary. We study in greater depth Torah stories and Jewish and American holidays. We incorporate social studies, art, mathematics, and science into all aspects of the curriculum. We study thematic units based on the interests of the children in the classroom. Units might include “all about me,” the family, author studies, bugs, and other topics in science and/or mathematics. Themes emerge from the children’s ideas and interests, and our teachers and classrooms support these interests
Throughout the day, block area, dramatic play, art activities, sand and water play, outdoor play, movement, cooking, circle time, story time, and music contribute to the growth of the children. Many of these activities are done in small groups to ensure that each child is actively engaged in all parts of our program.
We believe that Kindergarten children learn best through discovery, inquiry and hands-on activities. The theories of Piaget, Vygotsky, Vivian Gussey Paley and John Dewey. Inquiry and play encourage students to ask questions, investigate, gain knowledge and then reflect on their findings. This promotes higher level thinking and risk taking, and promotes the greatest use of language between students and between teacher and students. The use of language is necessary for all further learning.
While understanding that children develop and mature as individuals at different rates, there are basic milestones that each child should reach through the Kindergarten experience. Through daily interaction with children, teachers, and materials, children continue to develop in the following areas throughout the year.
SOCIAL/EMOTIONAL
COGNITIVE
GROSS MOTOR
FINE MOTOR
LANGUAGE
HEBREW
JEWISH LIFE
Social/Emotional
Kindergarten children should be able to:
Cooperate with peers.
Become a member of a group.
Work and play with and within the group (small groups/large groups).
Develop a sense of self (in relation to the class, school and community).
Further develop independence and self-help skills.
Verbally express feelings.
Be able to ask for help and to respond to others’ requests for help (with peers and with adults).
Have empathy for others’ feelings (towards children and adults).
Engage in imaginary play scenarios, block-building, dramatic play.
Be able to separate and transition easily.
Gain increased self-confidence.
Accept limits.
Take turns.
Share.
Show respect for people and property.
Make eye contact.
Be curious.
Take risks.
Accept responsibility for own actions.
Delay gratification.
Tolerate frustration.
Accept changes.
Cognitive
Kindergarten children should be able to:
Be curious.
Follow directions.
Master and complete tasks.
Increase one’s attention span.
Remember events and information.
Share knowledge.
Follow multi-step directions.
Demonstrate interest in a subject matter.
Ask or answer questions on task.
Make discoveries.
Remember events and information.
Begin to think abstractly.
Begin to problem solve.
Think about cause and effect.
Apply prior knowledge to a new context.
Be respectful of rules and behavior.
Develop flexible thinking.
Gross Motor
Kindergarten children should be able to:
Maintain appropriate energy level throughout the day.
Walk up and down stairs, alternating feet.
Be able to move in space (hop, skip, run, jump, climb, balance).
Incorporate motor skills in game-playing (dodge-ball, etc.).
Understand own body in space.
Fine Motor
Kindergarten children should be able to:
Complete 25+ piece puzzles with ease.
Copy shapes and combine more than two geometric forms in drawing and construction.
Draw with greater detail a person that is representational.
Zip a coat.
Button.
Learn to tie shoes.
Dress self.
Print letters and numbers that are recognizable by an adult.
Correctly use scissors (unassisted).
Use proper pencil grip.
Language
Receptive Language
Understand and follow multi-step directions.
Understand stories read aloud.
Understand the plot of a story.
Recognize objects and pictures.
Expressive Language
Speak in full sentences.
Use pronunciation in speech.
Speak in paragraphs.
Use grammar correctly.
Ask relevant questions.
Extend oral language to reading and writing.
Hebrew
Will continue to build on what was learned in Pre-K, as well as:
Be able to understand the Hebrew spoken in the classroom (receptive language).
Be able to use repetitive patterns throughout the day (expressive language).
Know songs, stories, and dances that are appropriate and are integral with the curriculum.
Learn to recognize all the pronouns and several verbs, and can say sentences in present tense with a pattern.
Begin the next phase of Chalav u’Dvash.
Begin to recognize letters (auditory).
Begin to recognize letters (visual).
Begin to understand the connection between the letters and their sounds.
Begin to recognize word templates.
Be able to sort words.
Jewish Life
At Ramaz, we emphasize that Judaism is our way of life. It is not a single subject, but, rather, it is a belief and value system that we are committed to instilling in our children. Throughout the day, we teach children to be committed Jews and to celebrate their identity.
In Kindergarten children will learn to:
Develop a Jewish identity.
Develop a sense of pride in being Jewish.
Gain a love of Israel.
Know about the Jewish holidays and Shabbat.
Understand and love prayers.
Learn about different
minhagim
(Jewish customs).
Say Kiddush, light candles, cut challah, and sing Shabbat songs at the Shabbat party.
Learn
parasha
stories from
Bereshit
to the beginning of
Shemot
(
Yitziyat Mitzrayim
).
Wear a kippah/hat every day (boys).
Wear
tzitzit
every day (boys).
Participate in Rosh Chodesh sing-a-long.
Tefillot
Experience a sense of love for
tefillot
.
Daven
cooperatively.
Understand that davening is something that Jewish people often do together.
Learn the following
tefillot
:
Modeh Ani
,
Reishit Chachma
,
Bracha
on
Tzitzit
,
Ma Tovu
,
Shma
,
Torah
,
La’asok B’divre Torah
,
Aleinu
,
Adon Olam
.
Learn about the Torah and the importance of the Torah to the Jewish people.
Learn that the Torah is read on Shabbat, Mondays, and Thursdays.
Brachot
Understand the importance of reciting prayers before and after we eat.
Say
brachot
before eating snacks.
Wash hands before eating bread.
Say
birkat hamazon
after eating.
Learn the following
brachot
:
Hazan et Hachol
,
Al Ha’aretz
,
Boneh Brachmav
,
Uvneh Yerushalayim
,
Oseh Shalom
,
Yiru
.