At Bedford Village Morning School your child's needs determine the curriculum. In the first few weeks of school the teacher gets to know your child. He / She assesses his/her strengths and weaknesses. He / She identifies each child's skills (what he/she can and cannot do in all areas of his/her development). We use several developmental checklists to help us do this, along with the information we have gathered from the children who have attended BVMS over the last 30 some years.
It is important to note that in the Preschool curriculum skills are introduced, and reintroduced, giving many opportunities for exposure; and then, when the time is right, mastered. Skills are NEVER TAUGHT WITH PRESSURE, always with fun, gently, caring techniques. This allows each child to learn at his/her own speed, in his/her own way, enjoying each step in the process.
The foundation for each part of our curriculum is PROCESS not PRODUCT. Habits, skills and attitudes come first in the learning cycle. The goal is to build the learning house out of bricks. Only when a child learns process first does the product have meaning. We use humor, energy, enthusiasm and skill to help children LEARN TO LOVE LEARNING, the ultimate goal for all students. If you wish to learn more about the skills taught in Lower Preschool, please look in your hard copy of the BVMS Parent Handbook.
Our Lower Preschool children learn by doing, by moving, and by being allowed enough freedom to explore and enough structure to stay safe and productive. Our programs include the following academic pieces:
- Handwriting without Tears:
Tried and true for developing not just a positive outlook for writing but the skills necessary to produce an efficient writer. This program uses water, chalk, magnetic boards, sticks to build letters (lines), songs and lots of movement.
- Language Development:
P. Mooney, a favorite with our threes and fours. A puppet who talks to the children about shapes and numbers, letters and listening, comprehension and colors. A fun time is had by all!
Our work/play time allows the teacher to work individually meeting your child at his/her skill level, while others are working on fine and gross motor skills.