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  InventiveMinds Kidz Academy exceed all North America’s Child Care Regulation & It is today’s leading edge in education in North America!
 

 

 

 

 

 

 

 

 

 

 

   
  Curriculum

 

Active Learning Curriculum

Anchored in Piaget's theory and research, the curriculum stresses stage-appropriate, meaningful, active learning . Our curriculum revolves around the concept of making meaning . We do not engage children in learning by rote; rather, at every opportunity, we design learning environments that are conducive to children constructing their own knowledge from physically interacting with objects, images, ideas – moving steadily from actions to signs to concepts.

Our curriculum is integrated. This means that language and literacy, mathematics and science, social studies, art, music, drama, and dance are not artificially separated from one another in the course of the day. By working with themes, our teachers enable children to relate one discipline with another. In this way children are able to see the connections between the knowledge and skills they are developing.

The foundation of the curriculum is built on these facts:

  1. By physically acting on things, young children discover the basics of science;
  2. By physically acting on things, young children invent the basics of logic and math;
  3. By interacting with people, young children acquire the rudiments of language and culture.

Infants- Toddlers
The philosophy, psychology, and the educational practice upon which the Inventive Minds Academy is built is detailed in Dr. Jacob's book entitled Your Baby's Mind: How to Make the Most of the Critical First Two Years published in 1991; 1992; and revised and reprinted once again in 2009.

The brain grows more rapidly in the first two years than at any other time in a child's life. For this reason, if nothing else, developmentally appropriate programs during these critical years must be unique. Consistent with the National Association for the Education of Young Children (NAEYC), our programs rest on the following principles:

. All components of development—physical, intellectual, social and emotional, and language are inseparable.

. Infants and toddlers are completely dependent on adults to meet their needs.

. Infants and toddlers are less able to cope with discomfort or stress.

Two to Five Year Olds
The preschool child's intellectual development and his brain grow at a staggering rates Language, imagery and imagination, signs, and symbols open a new and fascinating world. This is the time when the mind is not directly tied to the physical reality of the child , but also in her ability to soar beyond that through her newly constructed representational system. This is a great time to encourage the use of language to describe what they're doing, express ideas, listen to adults reading stories, show and tell, etc. Also, simple rhymes and songs are extremely interesting to them. To further develop their sense of expression, preschoolers need to play pretend games, view videos of imaginary creatures, draw and paint.

Preschool children develop best when…

. they feel safe and secure in their environment. They need to feel that their school is pleasant and that they are liked by the children and adults in the school.

. they can relate the new learning to the experiences, knowledge, and skills they already have;

. and when they have ACTIVELY engaged in doing things—when they are moving , playing, talking, pretending, experimenting and inventing.

Active Learning
We share the views of the High/Scope program regarding the ingredients of active learning:

Materials:  Abundant, stage-appropriate materials are readily available to children.

Manipulation: By manipulating objects, children learn 2 things: (a) discover what things are made of and how they interact with each other, the beginnings of science; and (b) invent new ways of doing things – the beginning of logic and math .

Choice: Children choose materials and play partners, change and build on their play ideas, and plan activities according to their interests and needs.

Child language and thought: Children describe what they are doing and understanding. They communicate verbally and nonverbally as they think about their actions and modify their thinking to take new learning into account.

Adult scaffolding: “Scaffolding” means adults both support children's current level of thinking and challenge them. Adults encourage children's efforts and help them extend or build on their work by talking with them about what they are doing, by joining in their play, and by helping them learn to solve problems that arise.



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