At birth, a baby’s brain contains 100 billion neurons (as many as there are stars in the Milky Way)! During his first years, he will grow trillions of brain-cell connections, called neural synapses.
This means that at least 250,000 brain cells are created every minute on average! Because of this rapid pace of development, proper care is essential to the development of a child’s brain.
Six main curriculum content areas, which parallel the dimensions of school readiness identified in BDGS programs are as follows:
A) Approaches to Learning
Initiative: Children express initiative.
Problem-solving: Children solve problems encountered in exploration and play.
Self-help: Children do things for themselves.
B) Social and Emotional Development
Distinguishing self and others: Children distinguish themselves from others.
Attachment: Children form an attachment to a primary caregiver.
Relationships with adults: Children build relationships with other adults.
Relationships with peers: Children build relationships with peers.
Emotions: Children express emotions.
Empathy: Children show empathy toward the feelings and needs of others.
Playing with others: Children play with others.
Group participation: Children participate in group routines.
C) Physical Development and Health
Moving parts of the body: Children move parts of the body (turning head, grasping, kicking).
Moving the whole body: Children move the whole body (rolling, crawling, cruising, walking, running, balancing).
Moving with objects: Children move with objects.
Steady beat: Children feel and experience steady beat.
D) Communication, Language, and Literacy
Listening and responding: Children listen and respond.
Nonverbal communication: Children communicate nonverbally.
Two-way communication: Children participate in two-way communication.
Speaking: Children speak.
Exploring print: Children explore picture books and magazines.
Enjoying language: Children enjoy stories, rhymes, and songs.
E) Cognitive Development
Exploring objects: Children explore objects with their hands, feet, mouth, eyes, ears, and nose.
Object permanence: Children discover object permanence.
Exploring the same and different: Children explore and notice how things are the same or different.
Exploring more: Children experience “more.”
One-to-one correspondence: Children experience one-to-one correspondence.
Number: Children experience a number of things.
Locating objects: Children explore and notice the location of objects.
Filling and emptying: Children fill and empty, put in and take out.
Taking apart and putting together: Children take things apart and fit them together.
Seeing from different viewpoints: Children observe people and things from various perspectives.
Anticipating events: Children anticipate familiar events.
Time intervals: Children notice the beginning and ending of time intervals.
Speed: Children experience “fast” and “slow.”
Cause and effect: Children repeat an action to make something happen again, experience cause and effect.
F) Creative Arts
Imitating and pretending: Children imitate and pretend.
Exploring art materials: Children explore buildings and art materials.
Identifying visual images: Children respond to and identify pictures and photographs.
Listening to music: Children listen to music.
Responding to music: Children respond to music.
Sounds: Children explore and imitate sounds.
Vocal pitch: Children explore vocal pitch sounds.
Development of Large muscle coordination
Development of fine muscle coordination; small muscle development, Eye-hand coordination, Hand to mouth coordination
(a) Personal habits- Personal and environmental hygiene
(b) Social Habits- greetings, waiting for others, sharing & cooperating
( c) Development of the positive self-concept
(d) Active participation in group activities
(e) Decision-making ability
Development of the ability to identify and control over emotions.
Development of Listening Skills – Sound discrimination, listening span, listening comprehension, critical listening
Development of Speaking Skills – Vocabulary development, fluency, and clarity of expression talking in sequence, creative self-expression
Development of Reading skills – Visual discrimination, auditory discrimination
Development of Writing Skills – Strengthening hand muscles, improving pincer grip, fine muscle development, letter perception
Development of the ability to name and seriate involving the five senses
Development of the ability to observe, remember and recall
Development of the ability to identify the missing parts
Development of the ability to classify
Development of the ability to reproduce
Development of the ability to identify and name colors
Development of the ability to name and form shapes
Development of the ability to seriate Pre-number concepts
Development of the ability to count and place numbers
Development of the ability to use appropriate vocabulary
Development of awareness about the concept of time
Development of the ability to identify and relate the conditions of temperature
Creating Awareness regarding Environmental concepts
The Absorbent Mind which soaks in all the information received effortlessly and forms the impression.
We empower our learners to identify their strengths, guide them on the path to overcome their shortcomings, actualize their potential and help them become the architect of their own destiny.
Multiple Intelligence and the Family
Much of MI’s success is related to the parents’ understanding of the concept that every child is gifted differently with immense potential.
e.g. Your child is extremely talented in music but may get a ‘C’ grade in Math. It does not mean that his talent is worthless. Instead, we could focus on ways of incorporating the child’s musical intelligence in learning algebra.
We firmly believe that each individual thinks and approaches problems differently depending on his dominant intelligence.
The Eight type of Learners or Intelligence: