The learning community in a progressive preschool advocates teaching approaches and practices that are based on progressive/constructivist education which considers the child's needs, abilities, interests, ideas, different ways of learning, and cultural background as essential in planning a curriculum for young children.
The children in a progressive preschool classroom are viewed by teachers as thinkers, inquirers, explorers, problem-solvers, decision- makers, and planners.
While the traditional approach of teaching is focused on teaching through drills and memorization of facts, the teaching approaches in a progressive preschool, like the developmental-interaction approach and constructivist approach, are focused on learning through concrete, relevant, and hands-on experiences. Furthermore, knowledge is constructed through play, direct experience, and engagement with materials, other children, and adults.
A teacher in a progressive preschool classroom plays many roles. He or she is a facilitator of learning, carer, observer, assessor, play provider, designer of the learning environment,curriculum planner, reflective practitioner, mediator and role model who guides children's behavior, and a collaborator with the child's family, community, and other early childhood professionals.
Developmentally Appropriate Practice is a framework designed to promote young children's optimal development and learning. It involves teachers meeting young children where they are, as individual and as part of the group, and helping each child meet attainable and challenging goals (http://www.naeyc.org/DAP).
Adults who work with young children must pay attention to three elements (naeyc.org):
We, at Discovery Barn Preschool, have a sound knowledge and understanding of principles of child development and learning, which enables us to plan learning experiences that are responsive to the child's developmental characteristics and patterns of growth that are typical at each age and stage. We are also competent increating a learning environment that is conducive to promoting development of the whole child (cognitive, language, social, emotional, aesthetic/creative, and physical).
Getting to know each child in the classroom is important for teachers in Discovery Barn preschool. They plan an appropriate curriculum that supports the child's current level of knowledge, emerging abilities, interests, and developmental progress. These will be identified through our conduct of daily observation while children are engaging in play, working with the materials and with others, and participating in the learning activities.
The classrooms in Discovery Barn Preschool reflect the preschool's philosophy, program values and goals.
Each classroom is arranged into learning centers. The set up of each learning center is carefully planned to ensure that the learning materials and equipment prepared in each of the centers are easily accessible to young children. The learning materials and activities in each center support children's physical, cognitive, language, social, emotional, and aesthetic/creative development, as well as capture their interests.
Safety, durability, stimulation of the senses, easy accessibility, cultural awareness, age-appropriateness, and open-ended materials that challenge thinking are important considerations in the selection and display of learning materials and props for play.The work samples of the children are clearly labeled and displayed in the classroom at a child's eye level.
Yes. Discovery Barn Preschool accepts applicants throughout the school year provided the class is not yet full.
Your child will not be screened upon entrance, rather he or she will be placed in a classroom based on age: Toddler class (1.5 to 2.5 years old by June), Nursery class (2.6 to 3.5 years old by June), and pre-K class (3.6 to 4.5 years old by June).