“ Teaching and Learning Styles”

Our methodology is based on a natural approach to learning English. As this method of learning is continued children will feel very comfortable in their progressing approach. When children are about two years old, they are immersed with our teaching theory, learning about their school, clothes, food and other themes that we try to extend.

The children begin to learn with topics they know and have interest in and they can build on what they know. We have to create the atmosphere to make them use different tools and contexts for communicating. We make them participate in games, songs, chants, role play, oral guided composition, and mind maps. Through all these activities they practice the English language in a natural and fun way; they learn language in an unconscious and mechanical way, where they are not aware that they are acquiring a second language.

Our teaching process is a give and take situation where the children are constantly responding to and initiating communications. Children then repeat the language they are learning through practice, and more practice. They are not aware of the second language acquisition where mimes, symbols, and realia are important clues that we use.

Through drawing, cutting and manipulating items, they are constantly practicing their oral language, social skills and critical thinking.

In learning a second language there are five skills, which are listening, speaking reading, writing and critical thinking? For each of them there is an assessment stage, where we are aware of their needs.

It is important to explain that multiply intelligences approach is of course also included in our curriculum, which is a way of providing activities and experiences that address all of the ways that children are “smart”. These different intelligences include spatial, interpersonal, naturalist, logical-mathematical, bodily-kinesthetic, musical, linguistic and intrapersonal.

In many ways a teacher’s preparations of curriculum have to have in mind the many individual differences among the children.

Therefore our Daily Curriculum for Early Childhood is designed to help the teacher weave the many elements of a comprehensive curriculum together.

So our Lessons and Activities include:

· Suggestions that encompass all learning style preferences.

· Offer learning center suggestions to enhance each of the eight multiple intelligences

· Encompass all aspects of the developmental domains

· Try to cover all subject areas, and

· Are thematically based to appeal to the interests of the children

There are several learning styles:

When you try to learn something new, you may prefer to learn by listening to someone talk to you about information. Others prefer to read about a concept to learn it, and still.

Others need to see a demonstration of the concept. Therefore we follow the Learning Style Theory proposes, that different people learn in different ways, and that is good to know your own preferred learning style.

Some of us have a particular preference as to how we channel information to our brain. Some of us are auditory. This means that it is easiest for us to pay attention to information that is presented orally. Others are visual, which means that we learn best when we are allowed to actually look at what is being presented to us. Still others are kinesthetic. This means that we pay attention best when we are allowed to explore “hands on” the information we are trying to learn. In a few cases, individuals are equally balanced, which means they use each learning style to the same degree when attempting to learn.

Therefore in the weekly planning each unit includes activities that appeal to each of the learning styles.

The concept of multiple intelligences is taken into account when planning for individual differences. The Theory of Multiple Intelligences comes from the work of Howard Gardner. He proposed the existence of eight, ways of demonstrating one’s high ability levels. He also proposed a new definition of intelligence. He suggests that intelligence has more to do with the capacity for solving problems and fashioning products in a context- rich and naturalistic setting, that it does with performing isolated tasks on a test.

Also we include in our teaching program the Emotional Intelligence, with activities that address each of the multiple intelligences and emotional ones.

Therefore we provide Learning Centers with a format for helping teachers plan and implement activities that will appeal to the full range of intelligences. They allow children to engage in active, hands-on, concrete experiences, and ongoing interaction with appropriate objectives, resources, warm – ups and assessment in our learning environment. Our students have the opportunity to approach learning through one of their high ability levels, as well the opportunity to practice using other ability levels.

Curriculum Overview

1/2 day or all day programs are available.
Basic Preschool Concepts

Our Preschool program provides a rich classroom environment where children are encouraged to explore and are challenged to learn.

Your preschooler will make new friends and develop self-confidence as he or she strengthens cognitive skills.

Watch your child demonstrate new learning, and flourish in our stimulating classroom environment while having fun!

Our curriculum is organized into theme-based units that address complex topics that encourage children to develop their skills and confidence.

Each unit incorporates language, math, science, creative arts, music, motor skills and social development designed to empower your child to be creative problem solvers, life-long learners and interesting, interested individuals.

Hands on learning integrated with weekly & monthly themes

Art: drawing, painting, clay, & crafting
Ballet
Singing
Literacy, Poetry & Pre-reading Skills
Name Recognition & Writing
Colors & Shapes
Calendar & Weather
Alphabet Recognition & Writing
Numbers & Counting 
History, Geography & Holidays
Socialization & Class Behavior
Performance skills