Our Approach to Education
Children come into the world eager to learn. During the first five years of life enormous growth takes place as young children set off to explore their world and understand their place in it. Research shows the dynamic learning potential of children when they are in safe, nurturing, responsive, stimulating environments.
Our curriculum has been thoughtfully selected to guide the daily experiences at RIMA. A rich learning environment is developed in the classroom as children and teachers engage in meaningful conversations, stories, singing, creative activities and outdoor play that engage the whole child. Each day is specifically balanced to provide teacher and child-centered experiences which lead to group and individual hands on exploration. Children will find success as they develop physically, linguistically, intellectually, socially, and emotionally.
Teachers are at the heart of the program and are selected for their educational background and experience in early childhood education. Teachers must have the ability to create a safe, nurturing atmosphere in the classroom. All teachers and staff meet the Government requirements for working with children in a preschool/child care environment. Continuing professional development is standard so teachers are up-to-date on child development and are part of creating a high-quality learning environment for young children.
Families are critical partners in children’s learning. The home-school connection includes progress meetings with teachers and online access to information about current lessons, interactive books and videos, classroom activities, and relevant resources about child development. Families are encouraged to take an active part in their child’s education.
Progress is measured through regular assessments following the educational common core standards. Assessment tools, both formal and informal (observation), monitor children’s growth and development and help guide instruction for each child. Formal assessments are done at the beginning of the year, middle of the year and end of the year. Informal assessments are done daily and monthly. Children’s authentic work samples are continually collected as a visual record of each child’s progress. Teachers are provided with the tools to monitor and record each child’s progress toward primary school readiness and share progress with families during term end meetings.
Our curriculum has been thoughtfully selected to guide the daily experiences at RIMA. A rich learning environment is developed in the classroom as children and teachers engage in meaningful conversations, stories, singing, creative activities and outdoor play that engage the whole child. Each day is specifically balanced to provide teacher and child-centered experiences which lead to group and individual hands on exploration. Children will find success as they develop physically, linguistically, intellectually, socially, and emotionally.
Teachers are at the heart of the program and are selected for their educational background and experience in early childhood education. Teachers must have the ability to create a safe, nurturing atmosphere in the classroom. All teachers and staff meet the Government requirements for working with children in a preschool/child care environment. Continuing professional development is standard so teachers are up-to-date on child development and are part of creating a high-quality learning environment for young children.
Families are critical partners in children’s learning. The home-school connection includes progress meetings with teachers and online access to information about current lessons, interactive books and videos, classroom activities, and relevant resources about child development. Families are encouraged to take an active part in their child’s education.
Progress is measured through regular assessments following the educational common core standards. Assessment tools, both formal and informal (observation), monitor children’s growth and development and help guide instruction for each child. Formal assessments are done at the beginning of the year, middle of the year and end of the year. Informal assessments are done daily and monthly. Children’s authentic work samples are continually collected as a visual record of each child’s progress. Teachers are provided with the tools to monitor and record each child’s progress toward primary school readiness and share progress with families during term end meetings.