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Campbell, CA
Bright Days Preschool
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Parents at this school would recommend this school to other parents. |
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Review this preschool |
Telephone: (408) 378-8422 · Website: www.brightdayspreschool.com
General Approach to Learning
| Play-based | |
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Play-based with some structure |
| Predominantly teacher-led instruction | |
| Montessori | |
| Waldorf | |
| Co-op | |
| Reggio-Emilia |
source:
Director's Comments
Our program is play based and desinged to promote children's initiative and honor their autonomy. This involves presenting children with quality materials appropriate for their level of development in a manner that is aesthetically pleasing, encourages creativity and allows them to build on concepts. Because our teachers see themselves as facilitators, they are very careful not to present models of work to children or ask them for products. All of the activities are process oriented. Creativity is innate, and our curriculum honors that. Child-inititated activities are autonomous endeavors that contribute to cognitive development as children are actively engaged in the processes of making their own colors, balancing their own block structures, pouring their drinks, etc. In their roles as observer, stage manager and mediator, our teachers work to promote resilience and mastery in play. Within the context of a specific relationship, our teachers are extremely thoughtful about how, what and when they speak and act, so that their support of a child is useful.
Social Skills & Work Habits
| OVERALL RATING (4.8) |
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| This school has increased my child's: | |
|---|---|
| Ability to listen and follow directions |
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| Ability to sit still for longer periods of time |
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| Ability to be a part of a group of children |
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| Self-sufficiency and independence |
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| Awareness of others’ feelings |
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| Cooperation with other children |
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source:
Curriculum and Teaching Approach
| PLAY-BASED | PLAY-BASED WITH SOME STRUCTURE | MOSTLY TEACHER LED | NOT FORMALLY IN CURRICULUM | CONDUCIVE ENVIRONMENT | ||
| Language | Yes | |||||
| Oral language | - |
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- | - | ||
| Nursery rhymes, poems, songs | - |
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- | - | ||
| Storybook reading | - |
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- | - | ||
| Emerging literacy skills | - |
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- | - | ||
| Cognitive Development | ||||||
| Math and number sense | - |
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- | - | ||
| Time & space | - |
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- | - | ||
| Sci. reasoning/physical world | - |
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- | - | ||
| Music | - |
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- | - | ||
| Visual arts | - |
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- | - | ||
| Physical activity | - |
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- | - | ||
| Other subjects taught | Social-emotional development and cognitive development are inextricably bound and are key to developing children's skills in coping with and learning from a sense of failure. Intelligence, according to Jean Piaget, is 'an individual's ability to cope with the changing world through continuous organization and reorganization of experience'. Therefore, helping children to cope effectively with and learn from their disappointments as they are engaged in self-initiated activities is a most important part of our curriculum. Our staff values caring relationships and is more than willing to support, help and be present with a child who is experiencing frustration and failure in an activity. We do not alleviate the child's frustration by completing the activity for him/her, because we want the child to learn to solve problems and learn ways to cope with and learn from mistakes, failures and adversity, and to understand that everyone makes mistakes. Instead, we offer comfort, guidance, emotional support, being present in the moments, ask open-ended questions, offer suggestions, validate their feelings. empathize and use meaningful words or phrases to describe the porcess...'it takes practice', 'This is very perplexing to you'... | |||||
source:
Director's Comments
Because of our low ratios, no more than 7 children to one teacher, we are able to work in small groups and one-on-one with children in all areas of the curriculum, including social and emotional development. Much of our curriculum planning is based on the daily written observations of our teachers in conjunction with their knowledge of child development and a willingness to collaborate with one another. As such, our teachers are able to facilitate the growth of each child by meeting he/she where he/she is developmentally and individualize the curriculum to support continued developmental growth.
Parents' Comments
Parent #1
At Bright Days, all areas of curriculum are encouraged. There are no formal times to try writing, or try singing. There are different stations set up to allow the child to explore art, writing, touch, cooking, reading, fine motor skills, etc.
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Being Savvy Today
On My Own
We met up with my father for a weekend in Grayton Beach, Florida . It was too short as the girls don't see nearly enough of their grandparents, but we packed it full of fun. We spent our last day on the beach
Montessori? Waldorf? Play-based?
What school type is right for your child? Is one model better than another? What does the research say?
View an example from the Savvy Source guide to learn more.
Today's “Preschool’s Out” Activity
Trace around your child's foot, with shoe on, on a piece of white construction paper or card stock. Have child cut out the shoe print and add a spooky face. Glue it to a popsicle stick and you have a ghost stick puppet!
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