Language acquisition is at the heart of our program.
- are better thinkers, learners, problem-solvers, and speakers
- develop more empathy and adaptability
- have superior focus
- score higher on IQ tests, the SAT, 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 calendar 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 8:35 am to 3:10 pm, except on Wednesdays, when they are 8:35 am to 12:20 pm.
- Early drop-off is available as early as 7:30 am.
- After-school activities are offered until 6:15 pm (5:15 pm on Wednesdays).
Children in Nursery learn in an environment that fosters exploration, language, and play. They are guided and encouraged to explore freely a variety of multisensory and multimedia materials and to participate in various interactive experiences. A variety of activities takes place in small-group, whole-class, and independent settings, promoting 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 underscored throughout the curriculum and integrated within the thematic contexts of science, social studies, art, movement, and music.
As part of the developmental learning continuum, children in Pre-Kindergarten continue to develop the language, motor, and social skills introduced in Nursery and strengthen those that have been established.
They begin to articulate in complete sentences, strengthen recognition of sound patterns and rhyming words, identify some letters and make sound-letter matches, and 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.
Experiences expanding the basic language and literacy skills learned in the preschool help to form the basis for developing reading and writing skills, and for expanding oral language skills, in Kindergarten. To help children construct 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 language, and motivation to read are developed and expanded upon in the beginning-reading process.
Cycle 1 places an emphasis on socialization and the 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.
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. Students 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 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, imagination, and ability 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 imagination and learn to express their feelings. Children take pleasure in building and inventing, and in the exchange of ideas, feelings, and impressions.