From the Director:
We believe that the purpose of an early education is to have children at an early age be exposed to hands on experiences. Children need to interact with each other in a productive and constructive way accomplished in a group setting. We believe that when children have the opportunity to be part of a cultural diversity will become and grow up to be better and knowledge people in society. We believe that an early education is to have children explore and be exposed to language, visual and performing arts and science to expand their imagination. Activities at Monte Tavor are well balanced for children. Every morning children lead and continue with a session (s) of 15 minutes,half hour to an hour for older children, of teacher and child directed activities. Our activities are based on the censorial development along with the developmental stages and approaches. Developing activities for their senses and their equilibrium. Things to taste like sour, spicy, sweet, fruits and vegetables. Things to smell like flowers and aromatic plants. Things to feel in their hands and be able to handle like a banana slug or snails. Noises to hear -loud, far away noises. Musical instruments to understand notes. Exploratory activities for their senses such as water and something else like - mud, ice, seeds, corn meal, flour, cornstarch, . A Complete Emergent Curriculum with props (Dramatic Play Boxes) such as fire station, hair salon, restaurant, farm, airport, bank, flower shop, camping trip, post office and more with real props that children can relate to real life experiences. Teachers with the children choose between two to three activities daily for example: Developing an activity can be when children are given a journal with oil pastels to draw about what they did over the weekend or any story they want to tell their friends. OR The teacher may read a book first and ask children to draw about what happened in the story and tell about their pictures. Teachers document their ideas, words, sentences on their journals. This is part of the language development and as pages are filled with lines and representational drawings we are able to see the progress in language as well as story telling and creation. Another activity can be science where children are being presented with materials and teachers will ask questions of what is being observed or created. Twice a year we have a science fair on Animals and their habitats as well as experiments and discovery on natural sciences. Art - children may be presented with materials and a teacher is there to assist when help is necessary to talk about the drawings or painting being made and what they may represent to a child. OR another activity can be story telling with music and movement using instruments or dancing. Activities can be exploration of the outdoors for example looking for bugs, drawing and talking about each bug from where they live to what they do and eat. Activities can be just listening to each other when telling a story or expressing how they feel. OR it can be an exploratory activity -creating mixes of ingredients, exploring with mud, playing with flour and water, pouring and measuring activities with corn meal, seeds, and water. Activities include many ways of learning the alphabet by singing or hands on activities. Writing time for older children. Our whole approach on curriculum is based on teachers' observations and theoretical implications as well as our developmental approach and the equilibrium.