Preschool Program

Introduction

Children develop quickly in the Preschool years, and a child’s development between birth and age five is unlike few other stages in human development. At The New York International School (NYIS), we feel that during these vital years of development, a secure, safe, and happy childhood is of paramount importance. This is achieved through a parent/teacher partnership that provides the foundation children need to truly flourish in later years.

NYIS provides our Preschool students with an educational experience that will help them develop a positive approach to learning. Our class sizes are limited to 12 in Pre-Nursery and to 16 in Nursery and Pre-Kindergarten with 2 teachers per class, allowing us to focus on the well-being of our youngest students. By creating an environment where our children feel nurtured and cared for, they are at ease and receptive to learning.

We understand that play underpins learning at this stage of development. With this as our basis, our students learn through activities that are structured and purposeful. Through our Language Immersion Program, which begins in Pre-Nursery, our very youngest are exposed to two languages in an environment that is stimulating and exciting.

NYIS offers well-balanced, carefully planned activities that enable each child to develop the crucial foundation needed to build upon in future years.

At this stage the curriculum is planned around seven areas of learning and development. Language, literacy, numeracy, physical development, social & emotional development, understanding the world, and art & design are provided for and developed through conversation, discussion, questioning, reasoning, stories, rhymes, music, art, books, social play, games, and outdoor activities.

Guide to Grades at NYIS Preschool:

AGE * GRADE

2 Pre-Nursery

3 Nursery

4 Pre-Kindergarten

*Age as of September 1st

Language Immersion Program

Mandarin Chinese / Spanish Language Immersion

Language acquisition is crucial to learning and communicating and crosses all areas of our curriculum. Learning a second language can greatly enhance all subject areas and the social/emotional development of students, while instilling a greater cultural understanding and broader outlook on the world.

At NYIS, we expect our students to be fluent in either Mandarin Chinese or Spanish by graduation. To achieve this, language learning starts from age 2 and permeates the curriculum and daily class activities.

Every Preschool class has two teachers: a class teacher and a native Mandarin Chinese or Spanish speaking language teacher. With this, our students can develop accurate pronunciation, intonation, and fluency.

Throughout the day, English and the second chosen language are used in all areas. Activities are created in the classroom aimed to stimulate the different interests and modalities. Both the English language and the second language teacher encourage the students to speak with them in their corresponding language while the children perform the planned activities and complete tasks.

This dual language approach helps children become accustomed to using both languages interchangeably in all subject areas from a very young age. Students explore both English and their second chosen language through art, songs, rhymes, games, stories, literature, and music so that they may ultimately engage in conversations in their second language, ask and answer questions, and express their opinions in a very natural way.

Seven Areas of Learning

The curriculum at NYIS ensures that children are ready for Lower School by providing them a range of knowledge and skills to build the right foundation for future progress. These skills are broken down into the following seven areas of learning:

1. Communication & Language

Listening & Attention: Children listen attentively in a range of situations. They listen to stories, accurately anticipating key events, and respond to what they hear with relevant comments, questions, or actions. They give their attention to what others say and respond appropriately.

Understanding: Children follow instructions involving several ideas or actions. They answer ‘how’ and ‘why’ questions about their experiences and in response to stories or events.

Speaking: Children express themselves effectively, showing awareness of listeners’ needs. They use past, present, and future forms accurately when talking about events that have happened or are to happen in the future. They develop their own narratives and explanations by connecting ideas or events.

2. Physical Development

Moving & Handling: Children show increasing control and coordination in large and small movements. They move confidently in a range of ways, safely negotiating space. They handle equipment and tools effectively, including pencils for writing.

Health & Self-Care: Children know the importance of physical exercise and a healthy diet and talk about ways to keep healthy and safe. They manage their own basic hygiene and needs successfully, including dressing and going to the bathroom independently.

3. Personal, Social & Emotional Development

Self-Confidence & Self-Awareness: Children are confident to try new activities and say why they like some activities more than others. They are confident to speak in a familiar group, will talk about their ideas, and will choose the resources they need for their chosen activities. They say when they do or don’t need help.

Managing Feelings & Behavior: Children talk about how they and others show feelings, talk about their own and others’ behavior and its consequences, and know that some behavior is unacceptable. They work as part of a group or class and understand and follow the rules. They adjust their behavior to different situations and take changes of routine in stride.

Making Relationships: Children play cooperatively, taking turns with others. They take account of one another’s ideas about how to organize their activity. They show sensitivity to others’ needs and feelings and form positive relationships with adults and other children.

4. Literacy

Reading: During Pre-School years, children will learn the conventions of text and begin to read and understand words and simple sentences. They use phonetic knowledge to decode regular words and read them aloud accurately. They also read some common irregular words. They demonstrate comprehension when reading or hearing text, and the ability to predict and retell is nurtured.

Writing: Children use their phonetic knowledge to write words in ways that match their spoken sounds. They also write some irregular common words. They may write simple sentences, which can be read by themselves and others. Some words are spelled correctly and others are phonetically plausible.

5. Mathematics

Numbers: Children develop and improve counting skills. The use of numerals and the understanding of what they represent begins, They calculate age-appropriate addition and subtraction problems.

Shape, Space & Measures: Children use everyday language to talk about size, weight, capacity, position, distance, time, and money to compare quantities and objects and to solve problems. They recognize, create, and describe patterns. They explore characteristics of everyday objects and shapes and use mathematical language to describe them.

6. Understanding The World

People & Communities: Children talk about past and present events in their own lives and in the lives of family members. They know that other children don’t always enjoy the same things and are sensitive to this. They know about similarities and differences between themselves and others and among families, communities, and traditions.

The World: Children know about similarities and differences in relation to places, objects, materials, and living things. They talk about the features of their own immediate environment and how environments might vary from one another. They make observations, hypothesize about why some things occur, and talk about changes.

Technology: Children recognize that a range of technology is used in places such as homes and schools. Teachers make wise choices about the places in which technology may be appropriate for our Preschool students.

7. Expressive Arts & Design

Exploring and using media and materials: Children sing songs, make music, and dance. They safely use and explore a variety of materials, tools and techniques, experimenting with color, design, texture, form, and function.

Being imaginative: Children use what they have learned about media and materials in original ways, thinking about uses and purposes. They represent their own ideas, thoughts, and feelings through design and technology, art, music, dance, role-play, and stories.

Additional Curriculum Information

Field Trips

Students enjoy learning outside the classroom through field trips, enhanced by the school’s priviledged location. Often the trips are linked to the topic being taught in school. The visits generally rely on the support from parents who can accompany the class on these days.

A Thematic Approach

Our teachers adopt a thematic approach to teaching and learning in Preschool. Children learn by participating in a variety of carefully planned and structured play-based activities for each theme, with more formal activities beginning in the later years of Preschool.

International Awareness

International awareness permeates every corner of the school. The cultures within the school community are explored and celebrated, instilling pride in each child’s heritage. Art and music classes broaden children’s global perspectives, and literature chosen in the classroom and for the library represents a range of cultural experiences. Special international events in which students and their families share meaningful traditions are enjoyed throughout the year.

Assessments and Reporting Procedures

Assessments are continually made throughout Preschool to ensure that the children are meeting the appropriate benchmarks. Work samples are collected to help document each child’s progress and to celebrate achievement.

At the beginning of each term, a curriculum overview will be sent to all parents. It will offer topics, issues, concepts, and themes which will be covered within that term.

We assess students’ mastery of skills and content both formally and informally throughout the year. We track students’ individual progress continually to ensure they are progressing at expected levels and are suitably challenged and supported. Work samples are collected to help document each child’s progress.

All parents will receive three narrative reports at the end of each term. These will include a summary of progress in all areas of the curriculum, as well as in citizenship and contributions to the school community.

At mid-term, parents are invited to meet with any of the teachers. Teachers will share examples of the students’ work, will discuss areas of individualized growth, and will set goals for the remainder of the term.

4 East 90th Street,New York NY 10128

USA

Tel. (Main): +1 212 641 0260Tel. (Admissions): +1 212 641 0920

info@nyis.orgwww.nyis.org