The learning process is continuous: it starts at home, continues at school, and resumes again at home. With the help of the University Centre for Literacy and the Department of Curriculum, Management and eLearning, the Antonio Galea Primary C of Floriana, which forms part of San Ġorġ Preca College, has created a project through which parents can continue building on what their three- and four-year-old children have learnt at school.
The Rhythm and Rhyme Project, which includes a CD Rom with a number of PowerPoint presentations to be used by kindergarten assistants, and a publication for parents which complements the CD, was launched on Wednesday during a morning seminar for parents, followed by a concert.
Maria Sammut, Literacy Support teacher within the Department of Curriculum, Management and eLearning, who is also a member of the Centre for Literacy, explained that the project took off last year following a pilot project in which a computer was introduced in the kindergarten class.
"At kindergarten, nursery rhymes are the basis of language and reading. Kindergarten assistants all promoted and used rhymes in the classroom, but everyone used his or her own resources. The CD and book were planned to unify everyone's efforts into one main resource, which could be then extended to parents through a book," Ms Sammut said.
Christine Cachia Enriquez, IT Support teacher, within the eLearning Centre, Department of Curriculum, Management and eLearning, who developed the CD and designed the layout of the book, explained the functions of both the book and CD.
"The book complements the CD: the CD is a class resource to be used by teachers. Back home, the children recognise the nursery rhymes through the same visuals used in both the book and the CD. The parents' role is then to read the rhymes to their children, talk about them and the corresponding images, and maybe even create a story around the rhyme's theme.
"The CD and book are a collection of nursery rhymes in English and Maltese. They contain the same rhymes and corresponding images, which the children can easily recognise.
Ms Cachia Enriquez explained that through these resources, the children can learn a wealth of new vocabulary, how to recognise and memorise images and how to discuss a story with their teachers and parents. Through the use of gender-sensitive images that also represent different cultures, the children are indirectly made aware of gender equality and of different cultures.
Ms Sammut explained that the ultimate aim is for parents to instil in their children a love for books and reading, especially through the use of books appropriate to the child's age and ability.
It also enables parents and children to spend quality time with their children, which unfortunately has become a luxury in many cases.
"The learning process should not stop when the school bell rings at 2.30 p.m., but should continue even at home. This is especially important when we consider that a child who comes to kindergarten for the first time is accompanied by a baggage of experiences. It is never a clean slate, and the educator's role is to build upon that baggage, make up for missing parts in the learning process and rectify the wrong messages a child might have absorbed."
Stephen Miceli, head of school at the Floriana primary, explained that parental involvement in the learning of the children is recognised as essential in the curriculum.
"Parental involvement is one of the 15 principles on which the curriculum is based. Yet it is also an aspect we need to target at kindergarten level. Parental involvement is more visible when the children are in their primary school years, as children often ask their parents for help with their homework or with other tasks the children take home. Yet, parents should also involve themselves from an even earlier age, which is why we think the book can provide a golden opportunity for parents. As a result, children are positively affected when they experience their parents' genuine interest in them and their education."
Referring to a recent activity for parents, the headmaster commends the parents' involvement which they have shown so far.
"We recently organised a European Parents' Day for parents during which they were invited to the classrooms while lessons were taking place. There was 100 per cent participation from the parents, which is highly commendable. When parents know that what the school does is aimed at their children's well-being and education, the educators can expect full cooperation from parents."
The organisers are planning follow-up meetings for parents during which they can share their feedback and take part in exercises that can make them more aware of how to relate with their children on an educational level. The coordinators of the project are also looking for a sponsor that can help them take the project a step forward, which is to make an audio version of the CD to which the children can sing along.
For more information send an e-mail to Ms Sammut on mgsammut@yahoo.com.