Back to Bedford Preschools

Bedford Village Morning School

19 Ministerial Road
Bedford, NH 03110

Phone:
(603) 472-5531

Website:

Bedford Village Morning School is conveniently located in Bedford, New Hampshire at 19 Ministerial Road, just minutes from Rt. 101 and Interstate 93. The school has been owned and operated since 1978 by Mrs. Sue Tyrie. Located in a picturesque country village setting, the school is surrounded by large shade trees, green grass and rolling hills.

The attractive facilities have been carefully designed with every attention to detail to create a stimulating educational environment for young children.

Specifically designed programs are available for three-and four-year-old children, as well as Kindergarten, with an excellent pupil-teacher ratio.

Classrooms and outdoor activity areas have been carefully designed to create a stimulating educational environment for the young child that not only excites the imagination, but also nurtures social, academic, emotional and physical development.

Parents who prize excellence in early educational programs feel the philosophical approach of BVMS is what sets it apart from others. Based on the belief that every child is unique, with special talents, the curriculum is designed to fit the child while allowing each child the opportunity to enjoy childhood. The love of learning is the objective of the school’s excellent programs.

Programs Offered: Three year olds (Lower Preschool) Tuesday and Thursday 8:15 a.m-11:15 a.m. Four year olds (Upper Preschool) Monday, Wednesday, Friday 8:15 a.m.-11:15 a.m. Kindergarten Monday through Friday 8:15 a.m.-11:45 a.m. Afternoon of Fun and Arts Program (Upper Preschool/Kindergarten) 11:30 a.m.-2:30 p.m.

Philosophy & Approach

School Philosophy

General Approach to Learning: Play-Based, Teacher-Led

From the Director:

It is important that every child develop a trust in his teachers and others in the early stages of his school life. He/She must be able to feel free to express himself verbally. He must be able to feel free to cry, to be afraid, to enjoy and to fail without loss of self-respect or loss of acceptance as a person. If he is allowed to develop this sense of trust, a sense of autonomy will evolve. As a child feels safe, and is aware of himself as a human being, he feels comfortable enough to develop initiative, to test, to explore, to imagine, and to accomplish. Children need success in their experiences in order to build confidence and give them faith in themselves and their ability to move ahead with new tasks. Successful experiences are VITAL in building a positive self-esteem. School is a testing ground for children to learn about relationships, sharing, taking turns and cooperating. It is here that he begins to learn to value and defend his rights. It is here that he begins to learn that life is filled with choices and that with those choices come responsibilities and consequences. Here, he will begin to understand his own feelings and to appreciate the feelings of others. IT IS THE JOB OF THE TEACHER TO PROVIDE THE CLIMATE THAT MAKES THE DEVELOPMENT OF SELF-ESTEEM, TRUST AND LEARNING POSSIBLE. PHILOSOPHY OF DISCIPLINE BVMS' philosophy of discipline is based on respecting each child as an important individual with strengths and weaknesses. We believe that a child whose needs are being met will be a happy, well-adjusted child. We believe that setting limits gives children the security of knowing that their strong emotions will not lead them to do things that they will later regret. Children know an adult will take the responsibility of stopping unacceptable behavior until they are able to do so for him or herself. Children are taught self-control, responsibility, self-confidence using techniques from the Lesson One Foundation. BVMS' discipline is based on Haim Ginott's theories and knowledge of this theory is essential to every teacher at BVMS. A copy of How To Talk So Kids Will Listen and Lesson One The ABC's of Life is given to each staff member before the start of the school year and parents are encouraged to read both of these books. Parenting workshops are given throughout the year and every parent is URGED to attend.

Curriculum & Teaching Approach

Learning Philosophy & Tools

  Play- based mostly teacher led not formally in curriculum conducive environment
Language       more

More Information

  • Tracing paper and other writing instruments
  • A well-stocked bookcase
Oral language  
Nursery rhymes, poems, songs  
Storybook reading  
Emerging literacy skills  
Cognitive development
Math & number sense more

More Information

  • Puzzles
Time & space more

More Information

  • Parquetry blocks, pegboards, and mosaic toys
  • Building blocks
Sci. reasoning/physical world more

More Information

  • A place for science activities such as growing plants
Music more

More Information

  • Musical instruments
Visual arts more

More Information

  • Materials such as paint, ink, paintbrushes, crayons, markers, chalk, paper, etc.
Physical activity more

More Information

  • A playground with climbing equipment
  • Bean bags, balls, and other objects that children can throw, kick, and play
  • Enough room for children to move around and play and a suitable indoor alternative to the outdoor playground on rainy days
  • Sandboxes and/or water stations for play
Other subjects taught At Bedford Village Morning School, the curriculum is designed to fit individual needs, beginning where the child is in his/her development. Teachers recognize that children learn through play and that the children grow in predictable stages. Sensory, motor perceptual, and language skills are introduced through materials which are both child centered and teacher directed. The emphasis is on the process rather than the product. Children develop an enthusiasm for learning by actively participating in the process. Children develop their sense of wonder and curiosity through play. At BVMS, exciting “interest areas” have been developed to make learning fun and meaningful. Computers, puppets, water tables, easels and math manipulatives are just a few of the many activities BVMS has to offer young children.

From the Director:

Life Skills Program A unique, innovative program is offered at BVMS that is as fundamental to a child's education as the letters of the alphabet. This program is designed to establish a classroom climate based on mutual trust and respect. It teaches self-control, personal space, responsibility, self-confidences and respect for others. It is a preventative program founded by Jon Oliver from the Lesson One Foundation. The program is based on the idea of building a common language between school and home. It is a way of life at BVMS. It is always positive! It is taught by example, by sharing personal stories, by using puppets, books and "teacher tools." The skills and vocabulary are introduced at Circle and then carried out throughout the day so that the children can begin to internalize these life-long skills.

Quality of Teaching

Individualized Teaching: From the Director

A Very Special Staff
The bridge between home and school is built on trust and caring. The need for warm and loving teachers in early childhood development is essential. The staff of BVMS possesses these very special qualities and is fully trained to look at the developmental and emotional needs of the whole child while emphasizing their special talents. They are highly skilled in their abilities to help children develop both social and academic skills needed for success in the future.

Day in the Life

General School Mission

"It is important that every child develop a trust in his/her teachers and others in the early stages of his/her school life. He / She must be able to feel free to express himself/herself verbally. He / She must be able to feel free to cry, to be afraid, to enjoy and to fail without loss of self-respect or loss of acceptance as a person. If he/she is allowed to develop this sense of trust, a sense of autonomy will evolve. As a child feels safe, and is aware of himself/herself as a human being, he/she feels comfortable enough to develop initiative, to test, to explore, to imagine, and to accomplish. Children need success in their experiences in order to build confidence and give them faith in themselves and their ability to move ahead with new tasks. Successful experiences are vital in building a positive self-esteem. School is a testing ground for children to learn about relationships, sharing, taking turns and cooperating. It is here that he/she begins to learn to value and defend his/her rights.

It is here that he/she begins to learn that life is filled with choices and that with those choices come responsibilities and consequences. Here, he/she will begin to understand his/her own feelings and to appreciate the feelings of others.



It is the job of the teachers to provide the climate that makes the development of self-esteem, trust, and learning possible.



A Typical Day

LOWER PRESCHOOL - 3 Year Olds

ARRIVAL: 8:15 A.M.

Free Play: Children select activities that interest them. Blocks, Painting, Puzzles, Housekeeping, Books, Table Games, Art etc. etc.

Circle Time: Provides an opportunity to share and listen to others. They participate in songs, finger plays, music, and storytelling

Work/Play: Children choose from teacher-selected activities. During this time teacher works with individuals or small groups on skills.

P.MooneyCreative Movement: Half the class work on Language Development using puppets, records, games and conversation. The other half work on gross motor skills.

Snack: Children begin to learn to serve themselves and others, eat in a group, and try new foods.

Books and Puzzles: Children relax while playing with books and puzzles. Story time follows.

Outdoor Play: Time for climbing, running, playing in sand, enjoying freedom of space.

Life Skills Program is incorporated throughout the day!

DISMISSAL 11:15 A.M.


UPPER PRESCHOOL (4 Year Olds)

ARRIVAL: 8:15 A.M.

Free Play: Children go to the interest center of their choice. Blocks, Housekeeping, Art, Sand Tables, Easel etc. etc.

Circle Time: Children participate in songs, finger plays, exercises and games. They learn to listen and share with each other.

Work/Play: Children explore activities and interest areas in the room. Teachers work with individuals or small groups.

Language Development/Creative Movement: P. Mooney continues to help the children learn about language. Children continue to strengthen their large muscles and coordinate actions while becoming aware of their bodies.

Snack: Children try new foods, learn to serve each other, carry on conversations with their friends.

Books and Puzzles: Children read books and play with puzzles while resting. Stories are read or told to the class.

Outdoor Play: Self -initiated games and activities are encouraged.

Life Skills Program is incorporated throughout the day!

DISMISSAL: 11:15 A.M.


KINDERGARTEN

ARRIVAL: 8:15 A.M.

Free Play: Children sign up for
one of the centers: Art, Blocks, Water and Sand, Computer, Stage, Library, Easel

Morning Meeting: A morning greeting is followed by sharing and then an activity which promotes listening, thinking, and imagination.

Language: Children work on readiness skills using manipulatives, while others work in small groups using Beginning to Read, Write, and Listen. Zoo-phonics. Handwriting Without Tears Program.

Snack/Story: Children eat snack and then select a book or puzzle until everyone is finished and ready to hear a story.

Outdoor/Indoor Play: Brain Gym. Children develop gross motor coordination, cooperation skills and explore the outside.

Math/Gym: Children work on patterns, counting, number recognition, and using hands-on materials while others enjoy gross motor activities and creative movement

Art, Music, Creative Dramatics, and Science are an integral part of the curriculum.


Life Skills Program is incorporated throughout the day!

DISMISSAL: 11:45 A.M.

Separation

Separation is Handled through:

  • Pre-entry meetings with parents at school
  • Small group sessions
  • Abbreviated schedule at start of school year