LEARNING AT 'PLAY ENGLISH'
In a child’s world there is no distinction between playing and learning.
Play is the means by which the child makes discoveries and learns about the world.
Learning in general and a language in particular, through enjoyable, interesting and stimulating activities, enables the child to learn in a way that is natural and full of fun for her/him
Carol Baker - Teacher and author
'Playing means Doing and Thinking'
PLAY ENGLISH educational philosophy is based on the theory that
Learning must be fun
Our aim is therefore, to offer children the opportunity to become bilingual through play. music and movement, singing, drama, creative activities etc., through a well defined curriculum which caters for the child’s social, emotional, physical, intellectual and linguistic development.
A closer look at the multidisciplinary curriculum flow-chart enclosed herewith, will help you to form a more complete picture over our approach to learning.
For our Day Care and Nursery School sections we follow the British system of Nursery Education the majority of our activities will be carried out through the medium of English with the use of original materials and resources imported from English speaking countries.
For our other courses the approach to learning will be similar and, through the medium of English. adapting whenever necessary to the learners’ needs, age and abilities.
PLAY ENGLISH guarantees learning through small size groups, high child-adult ratios and careful Selection of qualified and dedicated staff.
PLAY ENGLISH promotes parental involvement in school life and believes that your child’s Learning can be more effective through an ongoing school-home partnership.
Progress: Monitoring progress is an important element of our teaching methodology. Children’s progress is monitored through an ongoing system of observation and recorded on the child’s profile folder. Parents can have access to their child’s records at any time but will be given a formal report during the course of the year. A parents’ evening will he organised once every term, where children’s progress can be discussed.
A QUALITY CHILD CARE AND EDUCATION
Children develop in the first five years of life faster than at any other time. Their need and ability to learn and discover new things is immense. A quality Nursery School environment can offer the pre-school child the opportunity to fulfill this need and build on such an ability.
Our aim, with this age group, is to provide a warm, secure environment which is expressly geared to the young infant and his/her emerging maturity as a young child.
At this age the emphasis is placed on:
a) making the child’s transition from home to school as smooth as possible, providing a lot of reassurance through lots of cuddles and affection;
b) learning to play and socialise with other children, to share and to part with favourite toys;
c) to develop his/her fine and gross motor skills (e.g. paint brush control, catching and throwing a ball, eye and hand coordination)
d) his/her sensory skills.
However despite the child’s ability to learn fast at this age, we believe that the emotional and social development are of paramount importance. It is only when these two are well catered for that learning can take place in a natural and enjoyable way.
For our 3 to 6 year olds
Life at 3 becomes slightly less complicated for some children, especially those who have had previous schooling experiences; sharing of toys and people becomes less of a battleground, and the care-taking adult (be it parent, teacher or baby-sitter) begins to be seen more as a sensitive helper.
The little 'apprentice', now much more sociable and competent, is eager to explore, ask, interact, converse and create.
Talking with sensitive adults who can tune into the child’s interests, who have time to pay attention, who can listen, accommodate, and extend, greatly enables a mutual respect and a joint sense of achievement.
Responsiveness to the unique qualities of each individual child is vital and reaps
As such, our aim is to create a learning context which is warm enough to foster good personal relationships, secure enough to maximise confidence and yet exciting enough to stimulate, provoke, and inspire.
A great deal of our work with this age group will emerge from the child’s real world and the environment that surrounds him/her. This is done through topic or theme work which encompasses the development of knowledge and skills in the following areas: nature, geography, science, history, maths, music, arts, body movement, technology and language (see our information sheet on the Curriculum).
For our After-school and Saturday children (ages 3-12)
These children attend our school on a part-time basis usually after having spent a full day in the Italian school system. Our aim is to offer them a second language experience which is enjoyable and meaningful. We base our work on the skills, experiences and abilities they bring to school and the approach, although structured, is informal and flexible. The children will be learning English through topics/themes which may often link up to topics they are doing at their main school or are of particular interest to them at that point in time.
They will be learning English through science experiments, maths or arts activities, cooking, drama, music and movement, songs, field trips and outdoor play or visits, through the computer or reading books and listening to stories.
Whenever appropriate their reading and writing skills will be developed but the main emphasis will be placed on verbal communication and cultural awareness. The groups are small and of mixed ages and abilities.
Not just language learning but also broadening the children’s cultural horizons and appreciating other cultures!!
Part and parcel of our philosophy is our belief and practice to respect our children’s and other school members’ cultural and linguistic backgrounds, whilst at the same time give them the opportunity to acquire knowledge of, and experience a different culture and customs. We demonstrate this by celebrating important events in the school year e.g. Halloween, Carnevale, Santa Lucia (for our Swedish community) etc. etc.