Pre School Academics

Language acquisition is at the heart of our program

Because bilingual students :

Are better thinkers, learners, problem-solvers and speakers
Develop more empathy and adaptability
Have superior focus
Score higher on IQ tests, SATs, and non-language related areas

Because the best time to learn a second language is before 6 years old:

  • We accept students who will turn 3 years old by the end of the year
  • Our programs in French and English are uniquely designed to foster exploration, language and play in two languages through challenging activities
  • We offer linguistic support in French and/or English depending on each child's needs at any given time


We are a full day, full week program.

  • Our class hours are 8:30 am to 3:05 pm (8:30 am to 12:15 pm on Wednesdays)
  • Early drop-off is available as early as 7:45 am
  • Afterschool activities are offered until 6:15 pm (5:15 pm on Wednesdays)

Curriculum

English Studies

Nursery

Children in the Nursery learn in an environment that fosters exploration, language, and play . They are guided and encouraged to explore freely a variety of multi-sensory and multi- media materials, and to participate in a variety of interactive experiences . A variety of activities take place in small group, whole class, and independent settings, and they promote play, construction of knowledge, and creativity .

These activities include building, painting, using Playdough, drawing, working with manipulatives, playing outside, using gym equipment, exploring nature, cooking, dancing, singing, playing imaginatively, playing rhyming games, and listening to stories read aloud. Oral language skills are under-scored throughout the curriculum and are integrated within the thematic contexts of science, social studies, art, movement, and music.

Pre-Kindergarten

As part of the developmental learning continuum, children in Pre-Kindergarten continue to develop the language, motor, and social skills introduced in Nursery, and to strengthen those which have been established.

They begin to articulate in complete sentences, to strengthen recognition of sound patterns and rhyming words, to identify some letters and make sound-letter matches, and to develop concepts of print. Students participate in class discussions, begin to understand key elements in a story, and expand and enrich their vocabulary. They are introduced to a greater amount of subject-matter material as they build the foundations for learning to read and write successfully and the interpersonal skills needed for communicating and cooperating with others

Kindergarten

Experiences to expand the basic lan- guage and literacy skills learned in the Pre-School help to form the basis for developing reading and writing skills, and for expanding oral language skills in Kindergarten. To help children con- struct knowledge, subject area material is broadened and classroom materials become more complex. Teachers provide interactive instructional and play activities to promote social/emotional growth and fine/gross motor development.

Developing strong pre-reading skills is also an important goal of Kindergarten. Children build upon phonemic (sounds) awareness skills and progress to more advanced phonetic (letter-sound relationships) skills, learning to identify letters with their corresponding sounds, and to apply that knowledge to identify printed words. They are exposed to rhymes, songs, poems, narrative stories, and informational texts. Concepts of print, receptive and expressive vocabulary, listening comprehension, oral lan- guage, and motivation to read are developed and expanded upon in the beginning reading process.

French Studies

Cycle 1 (Nursery, Pre-Kindergarten, and Kindergarten)

Cycle 1 places an emphasis on socialization and development of language skills. The program is designed to help students develop special relationships with other children as well as with adults. In the process, they establish independent identities and gain autonomy. Additional emphasis is placed on the development of fine and gross motor skills as well as on language development. This is a unique time when children lay the foundation for all future learning. Learning to Work Together Our primary objective is to teach children how to interact and to facilitate the discovery of the norms of social interaction. They assume responsibilities according to their capabilities, account for their actions, and listen to others. They develop language skills that enable them to better exchange ideas and feelings.

A central objective of the program is to provide the wide variety of experiences that will help students construct the knowledge that will prepare them for more systematic learning in Cycles 2 and 3. Kindergarten is an essential period of transition. In Kindergarten, the goals of Cycle 1 are met and the precepts of Cycle 2 are introduced to the students ready for the fundamental concepts that are specific to the first and second grades


Language

Students engage in a variety of spontaneous verbal exchanges and express themselves in a variety of situations, such as dialogue, story, explanation, justification, and summary. They are prompted and encouraged by teachers to provide oral accounts of their first experiences. Students thereby truly learn how to communicate. By interacting with the children, teachers also encourage them to make progress and apply their new language constructions. They learn to enunciate well, use vocabulary appropriate to purpose, and progressively learn a complex syntax structure through language games. Exploration of Written Language Children enter the world of reading and writing through four key areas (phonology, alphabetic principle, pre- writing skills and writing).


Physical Activities

Physical activities enable harmonious motor-skills and intellectual and emotional development. Action and language are key components in children’s development as they explore the space around them. Gradually, they move from handling familiar situations and learn to adapt to their expanding environment. Over time, the activities gravitate toward the discovery of self, of others, and of the surrounding environment.


Discovery of the World

Children discover the world immediately around them, both natural and man-made. They construct knowledge through observation or manipulation and verbalize and offer critical judgments based on their experiments. Oral expression is a major component in this field of activity, which includes the discovery of the worlds of science, mathematics, history, and geography.


Sensitivity, Imagination, Creation

In Cycle 1, children develop their sensitivities, imaginations, and abilities to create. The main goal is to encourage children to discover the arts and to react to them emotionally. Through varied exposure to works of art, children expand their imaginations and learn to express their feelings. Children take pleasure in building, inventing, and in the exchange of ideas, feelings, and impressions.