early childhood

Our pre-school is very important, is where school life for children and youngsters begin, where intellectual, emotional and physical development for every human being start. It is the most important program because we are dedicated to be especially secure, innovative, suitable and stimulating to the students. It is a place where wonder, imagination, creativity and detail are daily elements.

Program development

  • In these school levels we develop skills in the areas of language, thought, movement and perception.
  • The area of language is stimulated through stories, rhymes, songs, classroom conversations, activities such as "Student of the week" and an introduction to new vocabulary within each work unit.
  • In the classroom, children learn through games and use of multisensory materials.
  • These school levels are of utmost importance for the development of social skills and hygiene habits, initiated at home and reinforced at school.
  • Daily coexistence with same age children in a shared care environment and under a structure of established routines will help the child improve his/her interpersonal relations and stimulate his/her emotional intelligence.
  • Children in Nursery I and II are evaluated starting with observations taken by their teacher and looking for the development of their skills and abilities in the classroom. In Pre-kinder this skill development is also taken into account, but the children at this level will perform in addition with unit evaluations.

During the school year, children carry out activities favoring language development and phonological awareness, considering own interests and in accordance to their educational purposes based on the expression of thoughts, ideas and feelings in a written and oral way. In addition, it develops competencies through a cognitive challenge, by way of questions. This offers two advantages: children knowing what they know and think, and mobilize their thought to motivate them to reflect, get more questions, venture other hypotheses, and therefore shape another way of addressing knowledge from an early age.

Children experiment different skills and abilities along with attitudes and values that promote the development of competencies during their daily work in class.

Guidelines by area

Communication and language (initial reading and writing)

  • During the year the following basic motor skills are stimulated: body scheme, dissociation of large and fine movements, laterality, directionality, pincer grip and balance.
  • Also it stimulates the visual and auditory perception in the following areas: eye-hand coordination, figure, memory, sequential memory, spatial location and position in space.
  • In addition, language is worked in areas such as pronunciation, vocabulary, comprehension and instructions tracking.
  • This allows the child to prepare himself for the acquisition of reading and writing skills.
  • All stimulation is carried out through playful and multi-sensory activities such as songs, dances, games, poetry, etc., ending with worksheets.
  • In Pre-kinder, the reader scheme development startsby introducing the first few letters. Children learn the vowels and some consonants.

Learning skills (Mathematics)

  • Development of this area is through the manipulation of concrete material, stimulating concepts such as: mathematical language, reasoning, dimensional thinking, number sequence, quantity and form record, geometrical figures, number strokes, etc.
  • Children learn by playing and sharing with their peers, using multisensory stimulation, allowing a more significant learning.

Motor - motor maturity
This is divided into three main aspects:

  • Thick coordination: Aims the child to develop handling the body in space, so that he/she can move with precision and safety. This area is developed with playful activities through games, physical exercises, dance, etc. in the class and outdoors. The physical education program complements this area.
  • Fine coordination: The most important process is developing the pincer grip to benefit the handling of the pencil for writing. This is done through artistic activities, use of materials and different techniques, game of hands, etc.
  • Visual and auditory coordination: Its objective is to develop a synchrony between the movement of the eyes with the hands and fingers in order to attain accuracy in the child’s fine movement. Its development process comes with fine coordination, especially when the activity has a limitation of space and form.

Knowing their world
To develop these contents, a variety of activities are carried around multisensory and experimental characteristics, such as dramatizations, games, videos, tours, cooking, etc. For this area, each grade has a booklet developed especially for the school to use, its content exercises directly into our unique curricula.

Learning skills - thinking skills
In this area activities are develop around early thinking skills which helps the child process the information entering his/her senses the best way possible, allowing formation of concepts, management of symbols and signs, problem solving and decision making as important areas for attaining academic, professional and social success.

Literature
In Nursery, children&'s literature is used to motivate the taste for reading. Story telling, poems, tongue twisters, riddles, etc. stimulates children’s imagination and their creative capacity. It helps them separate reality from fantasy. Working with a literature program from Pre-kinder to Preschool, in which four titles are chosen accordingly to the child’s age, one for each grading period and each working with different reading comprehension techniques. These books are fo rent and available at the mini-library inside each classroom. It has a children’s library where they attend twice a week, have activities scheduled by their teacher, focused on age and development.

It introduces literary elements, through discovery tables, such as reality and fantasy, literary works, comparison of authors and other activities related to the readings.

English language areas
In these classes, the English language is introduced as a new language. Children begin to usem basic expressions of vocabulary, develop their ear, learn to follow instructions and keep short dialogues. English is learned through games, listening to and singing songs, poems, use of puppets, flashcards, etc. In addition, it develops in the child motor, cognitive and affective areas. It seeks children to feel the taste and use of the language, so that the sound and the pronunciation, as well as the vocabulary, are transformed into a routine to them.

Practice areas

Artistic expression
Emotions and feelings are the basis to work expression by using various techniques that will also develop imagination and creativity.

Physical education
This area develops motor skills (strength, endurance, speed and agility) in students through exercises, games and sports.

Musical production
Rhythm, movement and body expression is seen in class by means of music, dancing and song.


Additional programs

Mini-library
A mini-library as a complement to the initial and pre-reading areas, offering a program in which children have the opportunity to experience reading through play, dramatization, use of puppets, etc. all to encourage the taste and curiosity of reading. Children attend twice a week.

Centers of Interest
In the classroom at the Centers of Interest children develop skills through games using multiple intelligences: verbal, interpersonal, intrapersonal, numerical, artistic, musical, scientific, etc. They attend twice a week.

Values
Values are instilled in the family and our commitment is to be supported in developing them into a balanced personality to each of our students, accordingly to the society in which we are living. Concepts related to external influence such as self-esteem, confidence in one self, responsibility, independence, etc. There would also be others such as solidarity, tolerance, respect, etc. that would be predetermined by outside influence.

Civics
We promote respect and affection for the motherland through activities prepared by the students and their teachers. Parents from every class are invited to participate at their children’s civics act.

Class of Processes
It is important to stimulate students by the development of logical reasoning, teamwork and inquiry. This class is an academic activity that seeks, through innovative activities and a playful atmosphere, promoting that kind of reasoning, as its name implies, by way of following processes. Within this class there are activities based on EVERYDAY LIFE, the VEGETABLE GARDEN and the BREAD OVEN.

 

Kindergarten

General guidelines

  • At these levels, all skills from previous levels are still at work, but it begins to develop literacy and calculus.
  • The children learn through games and multisensory activities, but to these academic activities a purpose is added and that is to develop skills and abilities that would facilitate their adaptation to primary school. By this and to begin with the dual classroom system(English-Spanish), it is necessary to stretch the work day and have children leave not until 2:30 in the afternoon.
  • In their notebooks and books they could only use pencil and crayons.
  • Children learn to write under the "D'Nealian" letter style. This type of letter is a style of script that runs with a continuous stroke and has extensions in its endings, by which makes the child go from script to italics without difficulty.
  • Children will bring homework in literacy (reading and writing) and math on a daily basis. Homework for other classes is more sporadic.
  • Discipline is worked in each classroom in an assertive way, setting children under clear limits, and strengthening their personality’s development. Each classroom has internal regulations which include consequences to the child when he/she complies or not with the established rules. The main objective is to stimulate those appropriate behaviors and redirect those that are not adapted to the needs of coexistence in the classroom.

Students from Kindergarten and Preschool use integrated text books. In this way there is a set of resources that fuels the development of competencies through stimulation and instill skills and abilities.

For learning the English language, students work through a total immersion methodology alongwith their teacher and around songs, videos, poems, flashcards and activities with in order to practice the language and make it part of the day-to- day in school.  Based on this, students carry out projects with the aspiration to develop an attitude of commitment and responsibility, acquiring ecological awareness and motivating in them artisticand scientific talents. The values that work in each unit are: order, loyalty, empathy, patience,responsibility, self-discipline, courtesy, tolerance, respect and value.

During the school year, children carry out activities that favor language development and phonological awareness, considering that it comes from preschoolers own interests and therefore, with an educational purpose based on thoughts, ideas and feelings expressed in an oral or written way. In addition, it develops competencies through a cognitive challenge by way of questions. This offers two advantages: to know what children know and think and to mobilize thought motivating reflection, raised to get more questions, venture others hypothesis, and so mold another way of addressing knowledge at early age.

During their daily work in class, the children work different skills and abilities, along with attitudes and values that promote competencies development.

Guidelines by area:

Communication and language (reading and writing)

  • Early motion and perception skills are also stimulated in these grades but in a more accelerated pace.
  • In addition to these skills, reading and writing are introduced in a multisensory way, emphasizing the understanding of reading and stimulating the child’s taste to read through significant activities, book elaboration, poetry, shared readings, etc. Development in this area is critical to children’s academic success.
  • The methodology used for teaching reading and writingis phonetic in nature, i.e., the child only learns the sound of each letter (never named) facilitating the union of consonants with vowels, favoring the reader rhythm and understanding.
  • It develops a visual basic vocabulary for each of the letters learned in both grades. This is done through the "Box of Words&quot" This box is a file that contains cards with words that begin with each of the vowels and consonants. Children work around them and practice writing them in the "Box of Words" workbook. Every Friday the vocabulary is dictated and will be on the words seen during the week, adding some other simple ones.

Mathematics

  • Mathematical knowledge is a basic tool for understanding and managing the reality in which we live.
  • Learning math, in addition that it will last a lifetime, should begin as early as possible so the child can be familiarized with the language, way of reasoning and deduction.
  • Class seeks to engage students through various ways, the approach of questions, other imaginative approaches and allowing them to the development of ideas. What the teacher does in class is applying mathematics to everyday life, so learn it becomes more dynamic, interesting, understandable, and most importantly useful, since any situation can be used for the development of mathematical concepts.
  • Class work seeks independence to solve own problems, working this area makes it attractive, funny, successful and creative; not limited only to the world of mathematics. The same as for reading, in these school grades it stimulates the development of concepts and earlier skills. It introduces the child to basic calculation operations and its applications, developing concepts of adding and subtraction, exploring measurements, the use of graphics, problem solving and basic geometry.
  • The program is complemented with the use of multisensory materials and additional tools, such as beads, figures for seriar, dominos, puzzles, weights, rulers, watches, etc., as part of the kit that complements books and where children manipulate materials the same to those illustrated.

Social and Natural Environments
The units to work in this area are an integration of social and natural sciences which will take the student’s own experiences and knowledge about the world that surrounds them, expanding the information on a gradual and enjoyable way. The content of these units will be sent home every two months. To develop these contents, a variety of activities are carried around multisensory and experimental characteristics, such as dramatizations, games, videos, tours,cooking, etc. For this area, each grade has a booklet developed especially for the school to use, its content exercises directly into our unique curricula.

Thinking skills
In this area activities are develop around early thinking skills which helps the child process the information entering his/her senses the best way possible, allowing formation of concepts, management of symbols and signs, problem solving and decision making as important areas for attaining academic, professional and social success.

Literature
From Pre-kinder to Preschool we work with a literature program from in which five titles are chosen accordingly to the child’s age, one for each grading period and each working with different reading comprehension techniques. These books are for rent and available at the mini-library inside each classroom. It has a children’s library where they attend twice a week, have activities scheduled by their teacher, focused on age and development. It introduces literary elements, through discovery tables, such as reality and fantasy, literary works, comparison of authors and other activities related to the readings.

English
Learning another language since childhood offers many benefits to a person’s current and future education. We all know the importance that is for our children to learn a second language, since it will help them in their performance as future professionals. To this belief the latest discoveries from educators are added, who believe that the smaller the child is to introduce him/her a foreign language, the better is for them. Why? They believe that school results in general will improve when the child is exposed to another culture or way of thinking, since the brain is predisposed to learn a language when they are small, and this innate capacity lasts until puberty is reached. Young children aren't afraid to sounds, have a great ability to imitate them and even have fun doing it. Children when small are not afraid of sound, they have a great ability to imitate the sounds and even have fun doing it. Children when small, everything is new to them and they are willing to learn and try. The fact of knowing a second language helps them learn their own language, because they observe the differences and similarities between the two languages and learn to communicate better. They listen and respond properly, and their self-confidence is greater. Learning a foreign language also expands the child’s horizon.

Practical areas

Artistic expression
Art, emotions and feelings are the basis to work expression by using various techniques that will also develop imagination and creativity.

Physical education
This area develops motor skills (strength, endurance, speed and agility) in students through exercises, games and sports.

Musical production
Rhythm, movement and body expression is seen in class by means of music, dance and song.

Additional programs

Mini-library
A mini-library as a complement to the initial and pre-reading areas, offering a program in which children have the opportunity to experience reading through play, dramatization, use of puppets, etc. all to encourage the taste and curiosity of reading. Children attend twice a week.

Centers of Interest
In the classroom at the Centers of Interest children develop skills through games using multiple intelligences: verbal, interpersonal, intrapersonal, numerical, artistic, musical, scientific, etc. They attend twice a week.

Values
Values are instilled in the family and our commitment is to be supported in developing them into a balanced personality to each of our students, accordingly to the society in which we are living. Concepts related to external influence such as self-esteem, confidence in one self,responsibility, independence, etc. There would also be others such as solidarity, tolerance, respect, etc. that would be predetermined by outside influence.

Civics
We promote respect and affection for the motherland through activities prepared by the students and their teachers. Parents from every class are invited to participate at their children’s civics act.

Class of Processes
It is important to stimulate students by the development of logical reasoning, teamwork and inquiry. This class is an academic activity that seeks, through innovative activities and a playful atmosphere, promoting that kind of reasoning, as its name implies, by way of following processes. Within this class there are activities based on EVERYDAY LIFE, the VEGETABLE GARDEN and the BREAD OVEN.