We make sure that our preschoolers develop their talents and abilities, while supporting the development of areas that cause them slightly more difficulties. We want Great-Small People feel safe with us and develop their abilities in an atmosphere of joy, security and self-esteem. We work based on Glottodidactics, Children's Mathematics and Positive Discipline.
Central to your child's school experience is the underlying curriculum taught in the classroom. "Curriculum" refers to both what is taught and how it's taught. When considering the different curricula outlined in the next few pages, keep in mind that few schools fall neatly into one category or another. Most schools' curricula comprise a blend of best practices drawn from multiple curriculum types. Having said that, most schools do have a general overall curriculum type. These are identified for each school on OurKids.net.
Primary Curriculum: Progressive
Progressive (sometimes called "inquiry based" or "discovery based") curricula use students' interests and their natural curiosity as the driver for instruction. Teachers provide materials, experiences, tools and resources necessary for students to investigate a topic or issue. Students are then encouraged to explore, reflect on their findings, and discuss answers, solutions, and insights.
Secondary Curriculum: Play-based
What Przedszkole Pruszków says: We based our education on the theory of multiple intelligences prof. Howard Gardner, who assumes that every person is capable and unique and has their own unique intelligence profile that can develop throughout their lives.
As a kindergarten, we set ourselves the goal of finding and developing their greatest talents in children
Preschool/K Curriculum approach at Przedszkole Pruszków : Play-based
Przedszkole Pruszków has a Play-based approach to Preschool/K Curriculum (as opposed to Montessori, Waldorf, Reggio Emilia, Academic approach).
[Show: About Play-based?]
Play-based programs are the most common type of preschool and Kindergarten, and are founded on the belief young children learn best through play. Largely open-ended and minimally structured, play-based programs aim to develop social skills and a love of attending school. "Pre-academic" skills are taught, but in a more indirect way than at, say, an Academic program: through children playing in different "stations" set up around the classroom, which children choose on their own volition. Stations often contain an indirect lesson or developmental goal. Play-based classrooms are highly social and active.
What Przedszkole Pruszków says: The Kindergarten Pomarańczowa Ciuchcia in Pruszków is a place for children created with children in mind. We want Great-Small People feel safe with us and develop their abilities in an atmosphere of joy, security and a sense of their own uniqueness. We work on the basis of Glottodidactics, Children's Mathematics and Positive Discipline.
Academic Culture approach at Przedszkole Pruszków : Supportive
Przedszkole Pruszków has a Supportive approach to Academic Culture (as opposed to Rigorous approach).
[Show: About Supportive?]
A school with a "supportive" academic culture focuses more on process than short-term outcomes: academic performance is a welcomed side-benefit, but not the driving focus. This does not mean the school lacks standards, or has low expectations for its students: a school can have a supportive academic culture and still light the fire of ambition in its students. It does mean, however, that the school provides a less intensive culture than schools with a "rigorous" academic classification, and is focused more simply on instilling a love of learning and life-long curiosity.
What Przedszkole Pruszków says: This information is not currently available.
Learning strategy and study counselling; habit formation
Extra support and minor accommodations for children experiencing subclinical difficulties
Mild but clinically diagnosed ADHD:
Support for moderate-to-severe special needs:
Formal adjustments are made to the delivery of lessons to help mitigate the learning difficulty or exceptionality. The underlying content and expectations remain unchanged with accommodations, however. (Example: allowing a student to write tests in a quieter room).
The underlying content and expectations are modified and/or simplified for the sake of the student. (Examples: allowing student to use a calculator on a test when other students can’t; allowing students to bring word-banks or “cheat sheets” into certain tests, etc)
Research-based therapeutic measures that target and ameliorate the underlying weakness.
Full-time gifted program (parallel to rest of school)
Part-time gifted program (pull-out; parallel to rest of class)
Curriculum delivery: Enrichment (The main focus is on enrichment. This means that while students may work at a marginally quicker pace than public school peers, the primary aim is to study subject in broader and deeper ways.)
My professional path began in 2003 in Poznań, my hometown. I ran a group of 3-year-olds. To this day I remember the names of all children, "my" children. I took part in nationwide training conferences, during which I conducted didactic and educational classes. I ran my own nursery. In 2007, a collection of exercises for three-year-old children was published, of which I am the author. Professional experience and acquired knowledge allow me to pursue my life passion, which is supporting the development of children and building their world filled with happiness, magic and imagination. Privately, I am happy and proud mother of Helena and Aleksander. I visit Poland with them, sometimes spontaneously deciding about weekend trips. I have friends I can always count on. I love laughter, movement, mountains and chocolate. My life motto is "Everyone has what they dare to do".