Infants

  • Naturalistic atmosphere with wooden furnishings, natural pants, flooding light, and bias free Montessori material

  • Development through Cognitive, Sensorial, Fine and Gross Motor and Social Emotional activities and experiences

  • Learn practical life skills

  • Teachers create and support children’s natural curiosity and inquisitiveness

Toddlers

  • Dramatic puzzles and cognitive literacy activities

  • Distinct learning areas of:

    • Sensorial

    • Block and Manipulative

    • Dramatic

    • Puzzles & Cognitive literacy

  • Small cooperative group activities

  • Daily program ensures children have all their developmental needs met

  • Group projects have continuous documentation supporting what they learned, so they may expand on the project to stem out to different topics in the exploration experience

Preschool

  • Academic approach to learning, beginning with a more formal learning technique for:

    • Language & Literacy

    • Numeral recognition

    • Geography

    • Sciences

    • Critical/Cognitive Thinking

  • More complex learning and project activities

  • Field trip outings, nature walks, and hands on learning

  • Combination of both the fast pace of society with the natural need to explore interesting subjects

Kindergarden

  • Filled with education learning that surpasses the Board of Education guidelines

  • Covers all academic subjects of learning offered in school such as:

    • Mathematics

    • Language & Literacy

    • Science

    • Social Studies & Technology

  • Hands on experience for exploring topics that children are interested in

  • Every project has an approach philosophy that states a beginning, middle, and ending. These approaches intervened with the conventional learning style has the best impact on the children’s mid, body, and spirit, as learning becomes a fun and rewarding experience

 

Program Details

 

Reggio Emilia

  • “A child has a hundred languages”. They try to unite and develop all these languages, with innovation, construction, fantasy, art, music, dance, building, writing, talking, singing, science, body and soul. The multiple languages are used to help children build knowledge and understand the world around them.

  • The child is an active participant in learning the significance of the environment around them. The teacher, parent, and child collaborates in the process of learning to make learning visible

  • The environment is considered the 3rd Great attention is given to the look and feel of the center and classrooms. The environment reflects on the children’s work

  • The teacher’s main role is to work alongside the children: To provoke ideas, problem solving, and resolve conflicts.

The Project Approach

  • Evolves from a desire to help studsents participate and contribute to a democratic society. Studies show that democratic societies are more likely to flourish when citizens seek an in depth understanding of complex issues and work to address their issues to make decisions

  • “Project Approach is the 21st Century’s best philosophy for learning”

  • Systematic instruction for the acquisition of skills, project work for the application of the skills acquired earlier

    • Phase 1: Beginning the Project

    • Phase 2: Developing the Project

    • Phase 3: Concluding the Project

  • Appropriate provision of areas for various kinds of work

  • Flexible furniture layout, for groups as well as individual work

  • Walls and horizontal surfaces for information, student’s work products, work in progress, objects of interest notices, instructions, word lists, reminders, and plans

  • Convenient access and availability for resources and storage

  • Finished work products can be put in agreed convenient places where the teacher can check them

  • Monitors enlist students to help with managing space, work areas, and resources

  • The teacher assesses what is required based on his or her understanding of what students do not yet know, cannot yet do, and what might be the best means of helping them acquire the necessary skills and understandings

Montessori

  • Maria Montessori believed children whose interest is included in the task or activity which they are performing will return superior results

  • Areas of Study: Sensorial, Practical Life, Math, Language, Geography, Biology

  • The environment is arranged according to subject area, and children are always free to move around the room to continue to work on a piece of material with no time limits

  • Teachers work in small groups of 2-4 children at a time. The teacher’s main responsibility is to prepare and organize appropriate learning materials to meet the needs and interest of each child in the class