Crayons established in the year 1995 by Mrs. Gunjan Bijlani, follows the Montessori Method which is a scientific method based on the discovered laws of development of the mind and body of the child. It redefines education as a process needed to develop and actualize human potentialities. It is concerned not merely with the ability to store and retrieve actual information but with the blossoming of the entire personality of the child. The habits and skills of a child developed in a Montessori environment serve him for a lifetime. Concentration, self discipline to develop an independent confident, balanced and happy personality.
A child is allowed to work freely choosing whatever activity interests him as long as he does not disturb others. The encouragement to independent activity leads to real independence of mind and action. The children may choose to work together or individually. This social environment requiring active regard for others and cooperation with the other develops the social sense of the child.
These activities like sorting, cleaning, polishing, how to greet, sneeze, introduce children to everyday purposeful action they see around themselves. They enable the child to the independent take care of them selves, take care of environment and understand how things can be done perfectly.
The specially prepared sensorial material gives concrete from the abstracted properties. The sensorial apparatus provides the child with sensorial motors activities which have been planned for each one of the sessions.They help the child to become sensitive to colors, shapes, temperature, sounds etc. through his own experimental learning and discovery.
Language is continuously introduced through stories, rhymes and songs that are taught to the children. We help the child express his impression by giving him the right words. Each new word helps him enrich in vocabulary. When the child is about 3 and 1/2 years of age and is conversing fluently in English, the language materials are introduced to him. The child is helped to become conscious of the spoken language on the level of sounds, we use a symbol to materialize the sound, we offer letters as symbols for sound of spoken language and on the basis of this he can handle them and become conscious of the fact that his language is made up of sounds.
When the child is spontaneously and consciously interested in looking at things from a quantative point of view he needs to give expression to the quantitative aspect of things, there difference and comparisons in a precise manner. We offer counting only by counting he can establish relations to things meaning quantities in terms of unit.
An arts and crafts music and movement project by trained staff focuses on a regular part of the school program. All festivals are celebrated in the school with great importance. The cultural aspects are highlighted and the children participate with enthusiasm.
The school should allow you to observe a session in progress. This will give you an idea of what the activities are and how the school handles them. There can be a big difference between what is promised and what is delivered. Push for an observation session. If a school is not open to parent observation consider whether you want to put your child in that school at all.
The preschool should involve the child in doing a lot of things. You are not sending your child to preschool for free play; she can get that at a local park in the evening. The preschool should encourage, doing, making and collaborating and have more goal-oriented activities (although the goal must not be forced on the child).
Checkout the actual child teacher ratio. Large groups and multiple adults are not ideal for children. smaller groups with one adult work better. Also ensure that the school does not actively use caretakers as teachers. Caretakers (or ayas), when inside the classroom, end up helping the children or controlling them too much. They should be seen as part of a support system – to take the children to the toilet, for example.
A key to learning is the extent of interaction in a classroom. This interaction primarily verbal – is driven by the teacher. Listen to the teacher’s language. Teachers who merely limit their interaction to instructions, commands and close-ended questions limit their children’s exposure and imagination. In contrast, those teachers who use elaborate language, which is rich and descriptive, and ask a lot of open-ended questions will further the learning experience for the students.
Apart from the physical environment, run a check on how the school goes about setting up mental and emotional environments. Are children offered independence, challenges and mental stimulation through material and words? Are children given a safe emotional environment through praise and encouragement? Are disciplinary approaches positive and empowering to the children? And finally, are the teachers sensitive to the children’s emotional needs at their age?
Look for a school that shares its daily/weekly/monthly plans with you. This will help you in doing activities at home to reinforce what is being done at school.
Last but not the least – check the hygiene of the toilets and the school equipment – remember untidy and dirty environment can harm your child physically as well as mentally.