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Early Childhood (Preschool) Research

Research suggests that children learn in places where:

  • Learning is a cooperative journey shared by many, not a competitive race between individuals.
  • Knowledge is defined as mental constructs that are drawn out rather than information that is handed out.
  • Diversity is celebrated and the talents and strengths of each child are recognized and nourished.
  • Concrete materials, quality literature, technology, and a variety of resource materials are used.
  • An array of learning opportunities are provided from which a child and family can choose.
  • Instruction is integrated which requires problem-solving and decision-making.

Beacon Heights Preschool will encompass the following:

  • A developmentally appropriate program which operates at the developmental level of the children in the classroom and recognizes the unique features of each level of development. Four-year-olds, for instance, need to be able to move about freely, engage with hands-on activities, and have a number of options/choices in their activities.
  • A focus on social-emotional development - A great deal of research indicates that social factors are extremely important for preschoolers. Such social-emotional issues as ability to delay gratification, frustration tolerance, and the ability to work with others are strongly related to school success.
  • Development of the "whole child" - Opportunities will be provided for children to develop cognitively, socially, emotionally, physically, and artistically. Children need opportunities to develop competencies in all of the areas of development in order to develop their full potential.
  • Kindergarten Readiness - Teachers will use a balanced curriculum that focuses on language, socialization, motor and pre-academic skill development. Because our preschool is the beginning of the school experience that encompasses k-6, our preschoolers will be involved in the daily activities of the school. This will include buddying with older students, attending assemblies and participating in all appropriate school activities.
  • Collaborative - We view families as partners, and strongly encourage parental involvement in the classroom and school. We want families to be "learning partners" with the teacher and the child.