Language skills.  We want to introduce natural use of English during this 'window of opportunity'. The best time to introduce a second language is between 18 months and 4 years.  Just as babies listen for a whole year or more before they start producing sounds, so do little people need time to hear a second language before they are confident in reproducing it.  A nursery classroom is full of sounds, print, talk and music.  We understand that three year olds are busy LISTENING.  Although they will repeat random vocabulary upon request, it usually takes many months before a child will start to initiate words and phrases on his or her own.  This is appropriate and acceptable.  Nursery teachers support and encourage every attempt at speaking in English (and the native language).  The first four months of a nursery program are often a child’s initial exposure to a structured environment outside the home.  To ease transition, we use Spanish and English to help students establish the routine, build a sense of confidence, create ownership of the class and materials, and develop relationships with friends.  After winter break (December) we use only English in the classroom. 

Confidence.  We want our students' first exposure to school to be FANTASTIC.  Children are natural learners.  They come to school loaded with abilities.  We must give them the opportunity to explore these gifts and talents in a supportive, safe and challenging environment.  The attitudes and enthusiasm we help create this first year will establish the tone they carry with them about education and learning the rest of their lives. 

Social skills.  Three year olds are just beginning to realize that others exist outside of the self.  It is very important to give them opportunities to play with other children.  Through play, children solve problems, discover gender identity, explore emotions and how to control them appropriately and learn basic social rules such as sharing, taking turns, and respect for authority. 

School Concepts.  Three-year-old children are ready to be introduced to very basic school concepts such as shapes, colors, numbers and classification.  However, we believe children learn school concepts best through play and hands-on experiences.  For this reason, we integrate learning centers and thematic units as our main vehicles of instruction.  Each center is set up to maximize play experiences that support the theme.  All the themes we integrate at EIS are child-centered and age-appropriate.  We choose classic favorites for young children; bugs, dinosaurs and nursery rhymes to name a few.   When learning THROUGH a topic of interest, information is absorbed easily and effortlessly.

Language Skills.  EIS's entire curriculum is based on English language proficiency.  It is absolutely critical that our kids get a solid base in this language.  Fluency in a language is not acquired by filling out a worksheet or watching a video.   Language is learned by HEARING it and USING it in natural, every-day context.  Fours must be immersed in English if they are to 'get it'.  Learning language is one of the easiest skills in the world. Unfortunately, adults make it one of the most difficult by assuming they have to grind through the alphabet, phonics, worksheets and oral lessons.  Reading to children every day and speaking to them about their areas of interest are the best ways to acquire language naturally.  This is the primary goal of EIS four program.  For this reason, we use only English in the classroom after a one month adjustment period.

Emerging literacy.  Four year olds are beginning to realize what it means to read and write.  They are very excited about this means of communication. A four-year-old classroom needs to be print-rich and full of language: books, music, labels, writing media and toys that encourage communication.  Children need to be given the opportunity to develop their hand muscles so they can control writing instruments. They need to have lots of time with books to figure out 'how' we read (left to right, up to down, front to back etc).  They need to see lots of text around the room so they associate the spoken word with the written word.  They need to be read at least 5 books a day.  They need time to ask questions, get answers, draw conclusions, discuss the storyline, and integrate the message into their lives.

Social skills/self help skills.  Practice makes perfect!  Skills like constructive conflict resolution, self-help and self-control require practice.  We create a positive environment where this can happen.  Likewise, four year olds are beginning to experiment with ethics and morality: what is good?  What is bad?  Why?  Do the rules about good and bad change for different circumstances?  Fours work through these questions by playing.  Their toys are their world.  They construct and manipulate this world to help them figure out society's expectations for behavior.  Early childhood programs provide time and opportunity for this - as well as strong examples with caring, empathetic and patient teachers.

School Concepts. Four year olds are ready to start a basic academic program.  As with any developmentally appropriate early childhood program, our four-year-old program offers a variety of learning opportunities by employing learning centers and theme-based instruction.  We incorporate math/science, reading/writing, dramatic play, blocks, and art centers into our day to provide students with a variety of challenging activities.  Our centers support our core themes, which are child-centered and age-appropriate.  The basics are: the self, the family, bugs, gardening, environment, community helpers, dinosaurs, nursery rhymes, and animals.  Through these themes, we introduce lessons in size classification, patterns and sequencing, letter recognition, number association, English phrases and vocabulary and emergent writing skills.

Language. Our five-year-old students have had two years of exposure to English when they enter this grade level.  After two years of listening hard and working hard, these students are really ready to start TALKING.  Our kindergarten classrooms encourage spoken language.  The classrooms provide activities that encourage oral language and interaction with peers and teachers.  Five year olds are starting to initiate natural use of the English language. It is critical at this time to provide the support and the opportunities needed to enhance spoken language.  Random vocabulary does not carry much meaning for this age level.  Five year olds want to use the real and practical  phrases and expressions that surround them throughout the day: initiating play, showing off work to the teacher, problem solving, show and tell, circle time material and interaction with learning centers.  Our kindergarten classrooms are full language immersion environments.  Specials such as Human Virtues, PE and Art are conducted in Spanish.

Self-Help/Social Skills.   As adults with accomplished social and personal skills, parents may ask why we need to provide so much time and devote so much energy to social development.  An adult asks 'Doesn't it just happen?’  The answer is 'No!'. Positive image, esteem, productive membership in society, sensitivity, caring attitudes, respect for self and school; these skills are 'learned' and refined well into the elementary years.  Opportunities to see good role models (teachers and adults) and the chance to act and play out these skills with peers in a safe and monitored environment are essential. Our kindergarten program offers the opportunity to refine basic social skills.

Academic Preparation.  Before the 1980's, kindergarten was usually a child's first exposure to school.  Today, with early childhood programs starting at age three and daycare so prevalent, young children are getting exposed to school routines and traditional academics at an earlier and earlier age.  All the current research suggests, however, that early childhood is NOT the time to introduce formal academics.  Beginning school at an earlier age does not mean starting academics at an earlier age.  There is a time and place for formal academics and the early childhood environment is not that place.  Early childhood is meant as a time when children are immersed in learning by DOING.  Preschool is a transitional phase between the home environment and the school environment.  It is a time and place where children figure out what 'science' means by playing with magnets, magnifying glasses, and bugs.  Language is developed when they hear a role model using appropriate grammar when talking about and exploring the natural world around them.  Kids learn about fractions by manipulating blocks and following a playdoh recipe.  They hear and remember the sounds of the alphabet by reading stories. They learn to write by  experimenting with a variety of writing medium and tools. This is learning by working.  EIS kindergarten creates exciting environments where five year olds work very hard, but it is working and learning by DOING.  We incorporate math/science, reading/writing, dramatic play, blocks, and art centers into our day to provide students with a variety of challenging activities.  Our centers support our core themes, which are child-centered and age-appropriate.  The basics are: the self, the family, bugs, gardening, environment, community places, mapping, space and planets, dinosaurs, nursery rhymes, and animals.  Through these themes, we introduce lessons in size, color and shape classification, patterns and sequencing, letter/sound association, number correlation, English phrases and expressions and basic writing skills.