Common Core Standards of the Ney Ferenc Kindergarten Eger Hungary Artistic Education in the Kindergarten

1. ’What a Wonderful World’
An Insight into
Ney Ferenc Kindergarten
in Eger, Hungary
and the
Common Core Standards of the Nursery
3300 Eger, Ifjúság út 7-9.
Hungary

2. „What a Wonderful World”

3. Our Mission Statement
Every Child Matters
The
kindergarten is
a place where
children
are happy to
come
enjoy
playing with
their peers
feel safe and
secure
are eager to
discover
new
knowledge
acquire new
skills
are ready to
face new
challenges

5. The Curriculum of Ney Ferenc Nursery
School
Our Mission
'Every Child
Matters'
the
institution's
aims
quality
insurance
policy
basic values
principles
the social
network of
the
kindergarten
the
professional
goals

6. Basic values
• patriotism; be proud Hungarians
• environment protection; be environment conscious
• Protect local and regional natural resources;
• traditions, celebrations
• justice; appreciation, self-esteem; honesty; self-
decipline
• humanity, democracy,love of people, respect,
tolerance, justice, freedom
• the importance of free play
• innovation, ready to acquire new knowledge and face
challenges

7. Basic principles
• The child should
• acquire the skills of using the mother tongue
• be ready to start learning foreign languages
• be respected as an autonomous person
• be motivated for cooperation and communication
• be given the chance to celebrate the national holidays and
traditions
• gain positive experience; be positive
• live according to the basic values of the community
• keep loving and sharing contact with the smaller and
wider community

8. Basic principles
The teachers should
• let the children play and /or play with the children
• use the mother tongue for teaching communication
• motivate the children to start learning foreign languages
• carry out the principles of the kindergarten curriculum
according to th ebest of their knowledge
• be tolerant, love children, give equal treatment to every child
• develop their professional knowledge
• be positive, friendly and tolerant
• ensure the democratic atmosphere int he kindergarten
• be cooperative, be helpful
• smile, smile, smile

9. Basic principles
• free play
• attract children into activities through child initiative games
and play
• accurate expression of their thoughts in the mother tongue
• give the child all the necessary help and knowledge that
contributes to developing the child’s personal development,
happiness and self-esteem
• give special care and treatment to special needs children
• protect the environment, be an environmental friendly person
• be open to other nations’ culture
• learn about Hungarian traditions, customs, folk songs, folk
dances, tales
• respect other nations’cultural values

10. The Curriculum of Ney Ferenc Nursery
School
• The local curriculum contains why the institution was established , what its aims are, who the
services are for, how and where the services are provided.
• The location, social network , needs of the community
• Professional goals are specified fx) basic and extra services, the significance of education,
staff in-service trainings, forms of partnership, childcare work in practice,
• It includes care and education tasks (healthy lifestyle, support to emotional development,
socialization of cognitive processes, etc.), the most typical situations of care and education,
life in th nursery and forms of activity (care, play, movement, story telling,
dramatization,poems, rhymes, singing, creative activities, observation of the environment,
education of special needs, their care and early intervention, extra services (puppet theatre,
swimming pool, festivals, etc
• Partnership with parents
• Monitoring Child Development
• Flexible Start of School
– If the child is not ready to go to school, a Committee of Experts decides if the child
remains int he kindergarten or goes to a school for special educational needs.
– The Kindergarten Core Curriculum sets out the development features to be reached by the
end of kindergarten education.

11. Visual and Performing Arts
Important to learning and performing the arts
• dance, sing, act,paint, explore the world through senses and improve perceptual
skills
• children can act like cats; move to music, rhythm, and sounds; and turn everyday
movements such as walking and jumping into dance.
• listening to music, they repeat the tempo with rhythm sticks and pretend and act
out the stories they hear and the pictures they see by performing group
pantomimes, improvisations and acting out.
• children like to talk about what they see in pictures and use glue and scissors with
enthusiasm while learning about line, color, shape, texture, value, and space in the
world around them and in works of art.
While learning vocabulary in each of the arts disciplines, they see, listen, and respond
to dance, music, theatre, and the visual arts from various cultures and time periods.
For kindergarten students, the arts are among their first exciting adventures in
learning. They are beginning to develop the vocabulary and skills unique to the arts.

12. Dance
Children learn many ways to
move through space and
respond to their teacher’s
instructions to hop, turn,
wiggle, or be still. They use
this ability to control their
movements, express ideas,
and respond to different types
of music. By learning folk and
traditional dances, they can
talk about how the dances are
the same or different by using
such terms as melody, music,
costume, speed, and force.
They also learn to distinguish
between everyday movements
and dance movements.

13. Dance

14. Music
• Through music activities, students
sing and play instruments, become
aware of music in their daily
experience, and learn about music
from various cultures. Creating
movements in response to music
helps them connect to dance and
discern variations in rhythm, tempo,
and dynamics.
• Every March, Ney Ferenc
Kindergarten invites and hosts the
children from other kindergartens in
the town and the region to take part
in the Folk Festival. Children sing
folk songs, performs, tell folk tales,
dance folk dances, and wear their
national costumes.

15. Theatre
Children learn that sense memory,
which involves sight, smell, touch,
taste, or hearing, is an important
skill for acting out a character.
With their new skills, they can
retell a familiar story, myth, or
fable and enjoy adding costumes
and props to their performance. By
portraying different characters
they like or they know, they learn
acting skills. And by developing
important skills through working
together in dramatizations, they
learn how to put a story on stage.
Like actors, they begin to use their
senses to observe the world and
people around them.

16. Arts Visual
In visual arts
• children observe,
• identify lines, colours, shapes and forms, textures,
• observe changes in the shadows and in sunlight,
• to talk about what they have experienced,
• notice how objects appear to be larger when close
and smaller when far away.
Childen use this visual information
• to create works of art on paper and in several
different constructions,
• use geometric shapes and lines that express
feelings,
• they start speaking about what they have
discovered,
• make stories in works of art to tell their
experience to their peers, teachers and families at
home.
• They use different colours, shapes, and textures
in their own work to express their feelings and
emotions.

17. In Hungary, nursery school is
compulsory for every child from the
age of 3.
School leaving age Scis 16.
Compulsory education finishes with
the General Certificate of Final
Examinations at the age of 18.
The National Core
Curriculum defines
the educational
phases of the 12
grades of compulsory
education
Grades
9-12
Grades
1-4
(1-2 & 3-4)
Grades
5-6
Grades
7-8
Grades
9-12
Grades
1-4
(1-2 & 3-4)
Grades
5-6
Grades
7-8

18. The National Core Curriculum
Common Values In School Education
• democracy
• humanism, respect for the
individual,
• the freedom of conscience, the
development of personality,
• progress towards cooperation
between fundamental
communities (family, nation,
community of European Nations,
mankind)equality between
people, nations,national minority
and ethnic groups and gender
Development of Key Competences
• Communication in the Mother
Tongue
• Communication in Foreign
Languages
• Mathematical Competence
• Competence in Ntural Science
• Digital Competence
• Learning to Learn
• Sence of Initiative and
Entrepreneurship
• Aestethic and Artistic
Awarness and Expression

19. The National Core Curriculum
Key Development Tasks
• Self-image and Self-
knowledge
• Homeland and People
• European Identity -
Universal Culture
• Education for Active
Citizenship
• Economic Education
• Education for
Environmental Awareness
• Learning to Learn
• Physical and Mental Health
• Preparation for Adulthood
• Principles of Promoting
Equal Learning
Opportunities