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We have a hybrid program that uses many of the methodologies of Montessori philosophy which integrate into the traditional classroom curriculum. This creates a progressive and involved learning environment which fosters independence, creativity, and a strong sense of self-confidence. Our curriculum is designed based on the following beliefs:
Through our active and “engaged learning” program –
Engaged involvement in the reading and language learning process from infancy, children learn ways to use their growing knowledge and skills flexibly and in combination with all domains of development. We create early phonological awareness in the classrooms and offer ongoing feedback to set down a strong foundation for reading, colorful vocabularies and a thirst to learn language from the social world around us (in the form of computers, newspapers, age-appropriate movies, concerts, musical lyrics, advertisements, etc). Our immensely social classrooms allow children to communicate, exchange meaningful ideas and learn language through a child’s favorite activity – talking!
Our program conceptualizes the use of letters and words through constant repetition and visual and sensorial learning experiences. Using sandpaper letters to feel the shapes and contours of the alphabet, building letter sounds using rhyming activities, singing songs to encourage speech, using dramatic play and fingerplays to ignite the linguistic imagination of the little ones, playing games to stimulate the neural pathways and “daily library time” are just some of the activities that we use in our daily program to develop your child’s literacy from infancy through pre-school ages.
For 2, 3, 4, and 5 year olds language is exploding – it is a time of immense growth and vocabulary expansion. Semantic and syntactic structures of sentences are growing more complex everyday and by the time the child is ready for kindergarten, he or she is already talking in full sentences and either reading or involved in pre-reading activities to be able to communicate even more proficiently with the world. Children are becoming socially and emotionally more complex and they start relying increasingly on language to make their feelings be known. Our program helps your child channelize this explosion of language literacy and become effective, clear, impactful and socially responsible communicators.
Through the use of counting beads, counting rods, geometric puzzles, manipulatives and stacking toys among other materials, we have the child explore math in a physical and three-dimensional way that helps the child internalize mathematical concepts.
Ours is a foundation of cognitive and sensorial learning where the child learns to pour beans from one cup to the other, all while grasping the concept of ‘less versus more’, balance, what 3 beans really look like in comparison to 10 beans and also fine-tuning their fine and gross-motor skills. We inculcate an inquiry-based math curriculum with dynamic classrooms that involve math (In the form of counting, shapes and differentiation) through all other areas and learning centers. We will include a counting storybook in the library hour or a ‘1-2-3’ song in the music and movement class and talking about the shapes of planets during science class.
Math is universal in the way that it is essential to human life and progress (irrespective of language barriers) and we bring this into the classroom by helping your child find math in all aspects of his/her learning experiences. We supplement this explorative form of learning math with traditional worksheets, and problem-solving games and lessons that reinforce essential mathematical concepts required for kindergarten and beyond.
We are now aware the child’s brain is capable of reasoning and perceiving much more than we earlier thought possible in the early childhood years. Our program bases its science curriculum on evidence that children of ages 0-7 retain scientific concepts much longer when they are shown an engaging demonstration that provokes an inquisitive response – we want our students to excitedly ask questions about why the volcano erupted with lava, or why the earth is dark one half of the day and lit up the other half, what makes a rainbow or even what the body parts are of a frog. Our teachers will turn these questions into unforgettable learning lessons that stay with them for life in the form of essential scientific concepts. STEM concepts are part of the everyday curriculum.
In order to inspire the little mind we make science visual and dramatic, rendering an experience that is visual, auditory, multi-sensory and cognitively stimulating.
The world, by way of travel, the internet, television, and newspapers has become a ‘global village’ and it is crucial that our young children, too, open their minds to the uniqueness and dynamicity around them. Creating “culturally sensitive” and open global citizens in the classroom is entirely the responsibility of the teacher as it is the first place of social interaction where the child is exposed to other ‘little’ individuals with diversified social and geographical backgrounds, varied upbringings, ideologies and ethnicities.
Our program focuses on the study of Geography primarily to learn about the world, the location of different countries and different continents: how people look, live, work, eat and socially interact in these regions. To help young children to relate to other geographical locations, we first start by orienting them to their environment: where they are and how they live and in this way when we reach out further across the ocean, they are able to relate to other children living across the globe. Since a lot of the childhood learning experience involves the senses of touch, feeling, sight, sense, smell and taste, a typical weekly lesson learning about India might Include bringing in Indian food, Indian clothing, Indian music, postcards or artefacts. This is a highly resourceful and “engaged “way to experience something as unique as a faraway country. The program involves the use of maps, flags, globes, manipulatives and visual aids in the form of pictures, posters and postcards. The program endeavors to inspire and open the mind of your little Columbus!
Art engages the child’s hands, mind and emotions and helps develop cognitive, social-emotional and multi-sensory skills which in turn facilitate the intellectual development of the child.
The art curriculum involves teacher-directed as well as child-initiated creativity which assists in a wholesome, interactive learning experience. The art is individualistic based on the thought process of the individual child and his or her emotional perception of the world and the people in it but also teaches the child several early valuable skills like the use of a paintbrush, cutting with scissors, sketching with pencils or throwing paint on a canvas to make an abstract masterpiece of their own.
In a rapidly changing world, positive social and emotional intelligence is a tremendously important life-skill. Our program helps maximize your child’s potential by helping them understand themselves better at an early age. By talking about, modeling and reinforcing ‘socially and emotionally competent” behaviors of sharing, gaining experiences in empathy and gratitude, maintaining healthy relationships, navigating new environments, displaying generosity, developing patience, dealing with conflict, learning how to compromise and negotiate and finally developing a healthy sense of self, the child becomes adept at dealing with life outside the home and this sets the tone for a very successful adolescent and eventually adult life.
The Jupiter School provides full day programs for children between the ages of 6 weeks and 5 years.
Our Curriculum includes:
Language, Math, Science, Cultural Studies (History and Geography), Art, Physical Advancement and Social Awareness/Responsibility.