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promise to families.
Dramatic Play
Through role-playing the child will learn social cues that assist them in understanding what is expected of them. Also, kids will develop physical, social, emotional and cognitive skills. This will be achieved through taking turns in communication and interaction with their playmates at home, community and later with the real world.As previously mentioned, active learning in role-playing will provide better means for correction and improvement.
Circle Time
Our atypical approach to circle time is not limited to reading books or singing songs. This is simply due to our observation that children readily lose their temperament within the few minutes of the aforementioned approach.
Messy activities
The norms of our contemporary society restrict activities based on differences in gender and age. It appears as if this systematic approach dictates what is essentially “fit” for your child. We reject such motion with strong beliefs that active learning is beneficial at any given age
Art/ Craft Projects
“Art engages children senses in open-ended play and develops cognitive, social, emotional and sensory-motor skills. Art is a cooperative learning experience that provides pleasure, challenges, and a sense of mastery. Instruction in the arts is of the best ways in which to involve the different modes of learning; through art, children learn complex thinking skills and master developmental tasks.” (Belden &Fessard, 2001)
Science Activities
“Science education, however, has long been teacher-centered, with the teacher a the authority figure and the one with all the right answers Without doubt, such a traditional science program, involving authority-based teacher-directed instruction is inappropriate for young children. (Johnson, 1999).”
Literature and Mathematics
Research reveals that the children most at risk for reading difficulties in the primary grades are those who began school with less verbal skills, less phonological awareness, less letter knowledge and less familiarity with basic purposes and mechanisms of reading (Burns, Griffin & snow, 1999).
