Kidz-R-Brite Daycare Preschool Program
The Kidz-R-Brite Childcare Preschool Program is a program that will be evolving on a daily basis. Our main objective is to encourage children to learn independently through various equipment, creative play, music, dance, phonics program and life skills; through the support of qualified, caring and creative staff. We have created an environment where children thoroughly enjoy participating in the fun and exciting activities indoor and outdoor; especially when they have had an influence on the creation of the program. Each child will have opportunities to have their ideas flourish in this environment; ultimately enhancing the child’s positive feeling of self worth. After much study and observation we as Educators believe that by pooling the following concepts into our center’s philosophy will create a perfect balance for each child’s developmental needs:
—Dr. Maria Montessori, MD
2. Reggio Approach which has some similarities to the Montessori concept:
‘‘All children have preparedness, potential, curiosity, and interest in engaging in social interaction, establishing relationships, constructing their learning, and negotiating with everything the environment brings to them.’’ As children participate in their activities, it is important for them to make and correct their own errors. This approach provides the necessary opportunity to become practiced at creative problem solving. Teachers must have enough respect for children in order to permit these processes to occur. In other words, the children are considered to be competent. Reggio teachers neither provide solutions nor leave children to their own resources. The child-centered curriculum of Reggio Emilia Schools is based on this image of children as full of life, power, and confidence rather than full of need.
Gandini reminded us that ‘‘education has to focus on each child, not considered in isolation but in relation with the family, other children, the teachers, the environment of the school, the community, and the wider society.’’ At the same time, according to the writer’s observations and interviews, teachers believe that children are not all expected to do the same thing because their originality is valued and shared with others.
As suggested by Reggio teachers and other researchers, children learn more effectively ‘‘when they are able to use a wide variety of materials in a wide range of activities and in cooperation with adults who help them ask good questions.’’ In addition, it is desirable to provide environmental support that is a real collaboration among school, families and the community.
The appearance of each facility is like that of an excellent, experiential museum for children. Commitment and creativity of teachers and parents are reflected in the attention to detail and design. Intrigue and curiosity result from careful placement of materials and products of children from previous years. Adults and children personalize each school with their message boxes, art, documentation panels, and projects. Many panels convey a sense of history and identity of each school. Efforts are applied with an eye toward beauty even in out of the way places like kitchens, archival rooms, bathrooms, stairways, etc. Color, light, mirrors, shadows, recyclable materials, and natural artifacts including plants are used to enhance the environment and provide discovery opportunities.
Reggio teachers are trained on the job to ‘‘express general goals and make hypotheses about what direction activities and projects might take; make appropriate preparations then after observing children in action, [the teachers] compare, discuss, and interpret together their observations and make choices that they share with the children about what to offer and how to sustain the children in their exploration and learning.’’ The children are active in the planning, integration, and adaptation as the curriculum emerges. Discussion usually starts a new investigation or problem; many questions are generated; research often includes field trips; planning; implementation and presentation. The process repeats itself continuously and is recorded through documentation.
3. The last concept that will be implemented especially in our circle time activities and free art and play time is the Waldorf concept:
Developed by Rudolf Steiner in 1919, Waldorf education is based on a profound understanding of human development that addresses the needs of the growing child. Waldorf teachers strive to transform education into an art that educates the whole child—the heart and the hands, as well as the head.
Our teachers are interested in the students as individuals. They are interested in the questions:
—Henry Barnes, a longtime Waldorf teacher and the former Chairman of the Board of AWSNA
Blending these three concepts and developing further our own ideology through the eyes of the child will create an environment where each child will flourish at their own pace. Over all the preschool curriculum will be consistently changing, growing and expanding; giving all children the necessary skills that will enhance their developmental needs; giving them a strong foundation to grow from.
- Montessori Concept: The discoveries made by Maria Montessori, MD, can help parents and teachers in many situations. Her advice has always been to: "Follow the Child." We focus here on information which can be used in school or at home for children from three to six years.
—Dr. Maria Montessori, MD
- A diverse set of approved Montessori learning materials, activities and experiences are used to guide discovery and foster physical, intellectual, creative and social independence.
- Subjects are taught in an integrated fashion. Instruction is not divided into specific time frames associated with a particular subject area or activity.
- The classroom atmosphere encourages social interaction to enhance cooperative learning, peer teaching and emotional development.
2. Reggio Approach which has some similarities to the Montessori concept:
‘‘All children have preparedness, potential, curiosity, and interest in engaging in social interaction, establishing relationships, constructing their learning, and negotiating with everything the environment brings to them.’’ As children participate in their activities, it is important for them to make and correct their own errors. This approach provides the necessary opportunity to become practiced at creative problem solving. Teachers must have enough respect for children in order to permit these processes to occur. In other words, the children are considered to be competent. Reggio teachers neither provide solutions nor leave children to their own resources. The child-centered curriculum of Reggio Emilia Schools is based on this image of children as full of life, power, and confidence rather than full of need.
Gandini reminded us that ‘‘education has to focus on each child, not considered in isolation but in relation with the family, other children, the teachers, the environment of the school, the community, and the wider society.’’ At the same time, according to the writer’s observations and interviews, teachers believe that children are not all expected to do the same thing because their originality is valued and shared with others.
As suggested by Reggio teachers and other researchers, children learn more effectively ‘‘when they are able to use a wide variety of materials in a wide range of activities and in cooperation with adults who help them ask good questions.’’ In addition, it is desirable to provide environmental support that is a real collaboration among school, families and the community.
The appearance of each facility is like that of an excellent, experiential museum for children. Commitment and creativity of teachers and parents are reflected in the attention to detail and design. Intrigue and curiosity result from careful placement of materials and products of children from previous years. Adults and children personalize each school with their message boxes, art, documentation panels, and projects. Many panels convey a sense of history and identity of each school. Efforts are applied with an eye toward beauty even in out of the way places like kitchens, archival rooms, bathrooms, stairways, etc. Color, light, mirrors, shadows, recyclable materials, and natural artifacts including plants are used to enhance the environment and provide discovery opportunities.
Reggio teachers are trained on the job to ‘‘express general goals and make hypotheses about what direction activities and projects might take; make appropriate preparations then after observing children in action, [the teachers] compare, discuss, and interpret together their observations and make choices that they share with the children about what to offer and how to sustain the children in their exploration and learning.’’ The children are active in the planning, integration, and adaptation as the curriculum emerges. Discussion usually starts a new investigation or problem; many questions are generated; research often includes field trips; planning; implementation and presentation. The process repeats itself continuously and is recorded through documentation.
3. The last concept that will be implemented especially in our circle time activities and free art and play time is the Waldorf concept:
Developed by Rudolf Steiner in 1919, Waldorf education is based on a profound understanding of human development that addresses the needs of the growing child. Waldorf teachers strive to transform education into an art that educates the whole child—the heart and the hands, as well as the head.
Our teachers are interested in the students as individuals. They are interested in the questions:
- How do we establish within each child his or her own high level of academic excellence?
- How do we call forth enthusiasm for learning and work, a healthy self-awareness, interest and concern for fellow human beings, and a respect for the world?
- How can we help pupils find meaning in their lives?
—Henry Barnes, a longtime Waldorf teacher and the former Chairman of the Board of AWSNA
Blending these three concepts and developing further our own ideology through the eyes of the child will create an environment where each child will flourish at their own pace. Over all the preschool curriculum will be consistently changing, growing and expanding; giving all children the necessary skills that will enhance their developmental needs; giving them a strong foundation to grow from.
