The spirit and essence of our educational process lies in the comprehensive development of the child. We seek to equip the child with deeper, more gripping, and subtler ways of knowing the world and himself. For a small child there is no division between playing and learning; between the things he or she does just for fun and things that are educational. We constantly work towards reassuring children making them happy and secure so that they are eager to explore and learn them. Pre Primary section of Neerja Modi School supports and encourages learning through age appropriate exposure and activities. The curriculum and methodology is constantly updated to keep pace with changes in educational reforms and research.
Our teaching methodology is based on the children enjoying and learning through play, hands-on activities and through interaction with teachers and classmates. We formulate the teaching of concepts through activities, songs and games and a variety of hands-on experiences through which children can explore and learn about the world around them.
FORMAL WORK PREPARATION
Language - it is the most important tool which a child requires while doing any activity. Different age appropriate activities are done in the class to enhance language development. The activities may be group or individual.
Reading - it is the foundation for all learning. If a child is successful in reading all other learning becomes easier. Skilled reading is a complex process requiring us to do many things at once. This process is based on a firm foundation in sight reading and phonological awareness and relation between sounds and letters as well as visual memory.
Writing - the curriculum involves age appropriate writing which deals with concepts done in the class.
Math - A wide range of activities are put in the curriculum to provide children with meaningful experiences in Number Sense, Problem Solving, Reasoning, and Measurement. Our math curriculum allow for hands-on exploration, and the use of manipulatives. The emphasis is laid on understanding concepts rather than parroting them so it is necessary that a clear perception of numbers and mathematical operations be developed in the child.
Field trips are planned to provide fun and learning at the same time for the kids. They are planned in relation to the study of a variety of topics in the curriculum for different classes. Field trips are a highlight of the school curriculum, eg- visit to the zoo, doll museum, farm, post office, toy train, etc.
We provide opportunities for children to develop coordinated skills in a safe non-threatening environment. By taking part in structured play situations, indoors and outdoors, children are offered activities to try out new skills and practice familiar ones. Motor activities, woven into the curriculum teach and reinforce skills such as balance, eye-hand coordination, rhythm and activities necessary to colour, draw and write.
MUSIC & MOVEMENT
Music and movement sessions enhance attention spans, sharpen listening abilities and develop language/vocabulary skills. In addition to the skills developed music and movement sessions are a period of great enjoyment for children.
Creativity is a process not a product. It is an inborn need for beauty, balance, order, symmetry and creates a deep sense of satisfaction on seeing something that one has created. It develops cognitive skills like perception, imagination, thinking, problem solving. It allows a child to explore his feelings and social skills and to gain eye hand coordination. The art curriculum involves painting, cutting and drawing and teaches them ways to create and appreciate their work.
ROLE-PLAY AND DRAMATICS
Role-play is a language tool used to achieve early language learning goals. The child uses language to imagine and recreate roles and experiences. Role-play nurtures the development of cognitive, language, social, emotional and moral skills. The natural role-play that arises out of play in the early years is the starting point for future drama work. The role play sessions are full of enjoyment where they enact roles that they have learnt or seen in a familiar setting.