Philosophy
Our Philosophy
For the young child, the process of interacting with materials and people results
in learning. Much of this learning takes place when they direct their own play
activities. During play, children feel successful when they engage in a task they
have defined for themselves, such as finding their way through an obstacle
course with a friend or pouring water into and out of various containers. In
terms of social and emotional development, during play, children learn to share,
cooperate, deal with frustration, and take pride in what they are doing.
Children need years of play with real objects and events before they are able to
understand the meaning of symbols such as letters and numbers. As the young
child has many opportunities to touch, manipulate, and experiment with things
and interact with people, children's concepts and language gradually develop to
enable them to understand more abstract and symbolic information.
The curriculum for young children must be relevant to their needs, while
preparing them for future school experiences. We strive to offer young children
experiences that will increase their skills of problem solving, thinking, reasoning,
and creating. Preschool children must be presented with opportunities for
growth and stimulation in all areas of development. As preschool educators, our
teachers strive to develop growth in the young child's physical, linguistic, social,
emotional and mental processes.
Since young children are naturally inquisitive and eager to explore, create and
learn, it is our philosophy to offer them abundant opportunities that will allow
them to interact naturally with their environment. Preschool children can be
taught to memorize information such as the letters of the alphabet. However,
this way of learning does not necessarily reflect a real understanding of the
information. In order for a child to fully understand a concept, the information
must be meaningful, relating to the child's experiences and development. When
learning is relevant to the young child, not only is comprehension improved, but
the motivation to learn more is noted.
The teacher's role is to prepare the environment with stimulating, challenging
activity choices and then to facilitate the children's engagement by asking
questions, making suggestions, or adding more complex materials or ideas to a
situation. Interest or learning centers carefully organized and positioned in the
room create the structure and focus for the child. The teacher gets to know
each child and can respond with appreciation to the individuality of each child.
Children learn best when there is a planned curriculum of activities focused on a
particular theme or concept. Through the thematic approach, children's
experimental base is broadened and their mental schemata is increased. This
schemata is one of the keys to learning how to read. A "hands on" approach
leads the child to a more complete understanding of the theme or concept
presented.
Goals of our Program
• Make each child's school experience a positive one.
• Encourage positive feelings about self, the school and the environment.
• Stimulate each child's thought processes to bring greater
understanding, awareness and curiosity.
• Encourage sharing and cooperation.
• Encourage following directions.
• Provide opportunities for self-expression through language, art,
dramatics, music and play.
• Encourage each child to solve problems independently.
• Develop the ability to think logically and make associations.
• Provide experiences with books that will foster a love of reading.
• Foster frequent communication between parents and teachers.
• Provide a basic religious understanding of God.
For the young child, the process of interacting with materials and people results
in learning. Much of this learning takes place when they direct their own play
activities. During play, children feel successful when they engage in a task they
have defined for themselves, such as finding their way through an obstacle
course with a friend or pouring water into and out of various containers. In
terms of social and emotional development, during play, children learn to share,
cooperate, deal with frustration, and take pride in what they are doing.
Children need years of play with real objects and events before they are able to
understand the meaning of symbols such as letters and numbers. As the young
child has many opportunities to touch, manipulate, and experiment with things
and interact with people, children's concepts and language gradually develop to
enable them to understand more abstract and symbolic information.
The curriculum for young children must be relevant to their needs, while
preparing them for future school experiences. We strive to offer young children
experiences that will increase their skills of problem solving, thinking, reasoning,
and creating. Preschool children must be presented with opportunities for
growth and stimulation in all areas of development. As preschool educators, our
teachers strive to develop growth in the young child's physical, linguistic, social,
emotional and mental processes.
Since young children are naturally inquisitive and eager to explore, create and
learn, it is our philosophy to offer them abundant opportunities that will allow
them to interact naturally with their environment. Preschool children can be
taught to memorize information such as the letters of the alphabet. However,
this way of learning does not necessarily reflect a real understanding of the
information. In order for a child to fully understand a concept, the information
must be meaningful, relating to the child's experiences and development. When
learning is relevant to the young child, not only is comprehension improved, but
the motivation to learn more is noted.
The teacher's role is to prepare the environment with stimulating, challenging
activity choices and then to facilitate the children's engagement by asking
questions, making suggestions, or adding more complex materials or ideas to a
situation. Interest or learning centers carefully organized and positioned in the
room create the structure and focus for the child. The teacher gets to know
each child and can respond with appreciation to the individuality of each child.
Children learn best when there is a planned curriculum of activities focused on a
particular theme or concept. Through the thematic approach, children's
experimental base is broadened and their mental schemata is increased. This
schemata is one of the keys to learning how to read. A "hands on" approach
leads the child to a more complete understanding of the theme or concept
presented.
Goals of our Program
• Make each child's school experience a positive one.
• Encourage positive feelings about self, the school and the environment.
• Stimulate each child's thought processes to bring greater
understanding, awareness and curiosity.
• Encourage sharing and cooperation.
• Encourage following directions.
• Provide opportunities for self-expression through language, art,
dramatics, music and play.
• Encourage each child to solve problems independently.
• Develop the ability to think logically and make associations.
• Provide experiences with books that will foster a love of reading.
• Foster frequent communication between parents and teachers.
• Provide a basic religious understanding of God.
| 28 School Street • Bayville, NY 11709 • 516.628.3710 |
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