Students are separated from parents or caregivers through a gradual process which may begin with the presence of parents but transitions them out of the classroom over the first few days. Teachers maintain the immersion environment even during this transition.

Nearly 80% of our students do not have prior language exposure. Our preschool teachers are specifically trained to support students in developing their language comprehension. They do this through using total physical response, or body movements which communicate the meaning of what is being said. They teach using the theory of “multiple intelligences” which addresses the different ways in which children learn such as kinesthetic, visual, musical, spatial etc. They use closed or open-ended questions based on knowing the language level and scaffolding appropriately. The daily routine provides consistency and opportunities to practice using the language. Finally, using 6-8-week themes support the cycling of vocabulary in different contexts optimizing language development.

Children will experience a silent period of several months when learning a new language. During this time children’s brains are taking in a variety of stimuli, actively watching teachers and peers. They can make their needs known through gestures. By the time they are completed with their first year, they may be able to comprehend nearly all of what a teacher is saying, respond in phrases or complete sentences, and sing songs and understand stories being read to them.

Children ages 2-3 are offered the option of a half day which is from 8:30am -12:00pm or a full day from 8:30am-3:30pm. Students in the pre-K 4’s program are full day from 8:30am-3:30pm. When students arrive to school, they gently transition in centers, then have both whole group and small group experiences in centers in the target language, English, snack, outdoor recess, lunch, nap and centers and a final whole group closing and dismissal.

The student teacher ratio differs depending on the age of the child. It is generally 6:1 for the 2’s, 8:1 for 3’s and 9:1 for 4’s with the ratio determined by needs in the classroom.

Students will be immersed in a theme for 6-8 weeks. A theme on community, for example, may involve reading storybooks such as “Dr. Desoto”, taking part in dramatic play re-enacting a restaurant, or laundromat. Students may create a community in the block center, measure the distance between buildings in a math center, or draw a group mural of a community in art. Through exposure to essential questions week after week, children deepen their understanding and critical thinking.

Our caring and nurturing teachers spend time getting to know each child and how best to support him or her. They promote values of kindness and empathy through modeling and discussions in class and follow it up with a positive behavior system. They also celebrate the diversity in our classes by talking about differences including race. This has been discussed in professional development as supporting healthy self-identity.

Students develop a strong math foundation by using manipulatives that support concrete math exploration. Our students have well prepared math skills, with many being assessed above their grade levels in math.

No, children do not have to be toilet-trained to attend preschool. We will work with parents to support the timing of each child for toilet training.

A full immersion preschool experience in which 90—100% of the instruction is in the target language provides a solid language foundation for children to learn academic content in the elementary immersion program. Students who transition early to a monolingual program for elementary will likely forget the language gained, not reach the language proficiency they would have had they stayed in the program and not receive the cognitive benefits seen in those staying through the elementary and middle school years.