首頁 品格教育

 

向上

The Center of Young Children

Whole Language Nursery School

Since 1991

Deeply we plough, and carefully we weed.

Let CYC create a better future for your children.

 

Address:  No. 12, 14, Lane 91, Chung-Ching Road, PanChiao City, Taipei County, Taiwan

Tel. Number: (02) 2959-8787 (02) 2961-4730  Fax Number: (02) 2963-6423

Website: http://cycschool.com.tw

Registration Number: Pei-fu-erh-fu-tzu-ti-558  Membership No.: 366

 

 

PREFACE

The CYC curriculums and environmental movements have been made according to the “Professional Reports on Pre-school Education” from the following associations.

Association For Childhood Education International (ACEI)

American Society For Children Development (ASCD)

  International Reading Association (IRA)

  The National Association for The Education of Young Children (NAEYC)

  National Association of Elementary School Principals (NAESP)

  National Council of Teachers of English of USA (NCTE)

We adopt “Whole Language” as principles of teaching, and map out the following practical teaching methods corresponding to children’s adaptability development and child-centered standpoint.

l Curriculum Goals

l Teaching Strategies

l Counseling on Social Emotion Development

l Language Development and Literacy Ability

l Recognition Development

l Body Action Development

l Esthetic Sensibility Development

l Motive

l Hardware Facilities

l Teachers’ Qualification

l The ratio of Students to Teachers and Staff

HISTORY

HOW CYC CAME ABOUT

The Center of Young Children was set up on 1st Aug 1991, providing children a good learning environment, inspiring their potentials as well as developing their socializing ability.

THE DEVELOPMENT OF CYC

Year

Add-On

Contents

Information

1991

-The CYC Kindergarten -Complete education for children of ages from 0~3 years old -Set up on 1st Aug 1991

-Concentrate on the evaluation of congenital characters

1992

-Nursery 1st Year

-English classes for kids

-Complete education for children of ages from 3~4 years old

-Natural pronunciation and basic English lessons

-Training for independent and regular living style

-Emphasis on the development of children’s language ability

1993

-Nursery 2nd Year

-Rhythmic music classes

-Creative body language activities

-Complete education for children of ages from 4~5 years old

-Rhythm training and guidance on percussion instruments

-Imagination and body language expression development

-Cultivation of social and group life ability

-Concentrate on the initiation of children’s creativity and listening training

1994

-Nursery 3rd Year

-Ballet classes

-Children’s Art classes

-Ceramics classes

-Complete education of children of ages from 5~6 years old

-Rhythm training and classic ballet lessons

-Practical use of various materials and recognition of colors

-Ceramic works

-Art education advancement

1995

-Supplementary classes for lower primary

-Computer classes

-Mathematics classes

-Guidance on school work for Primary 1

-Use of computer in teaching and living

-Multimedia video and sound classes

1996

-Supplementary classes for lower primary

-CAVES Children’s English Class

-Abacus classes

-Children’s Art classes

-Guidance on school work for Primary 2

-Chosen teaching materials for children of ages from 1~3 years old in nursery school

-Abacus and mental calculation classes and exams

-Sketching, watercolor painting, and oil-painting art classes

-Advanced art education

-Cooperation with “Caves English Language School”

1997

-Supplementary classes for middle primary

-JOY Children’s English Class

-Piano classes

-Choir lessons

-Guidance on school work for primary 3

-Chosen teaching materials for children of ages from 4~5 years old in nursery school

-Classic piano classes

-Singing, and related music theory classes

-Cooperation with “Joy English Language School”

-Advanced development of music education

1998

-Guidance on school work for middle primary

- Special Education Center

-Guidance on school work for primary 4

-Providing special education for the development for talented and retarded children

-Development of Special Education

1999

-Supplementary classes for higher primary

-ELT Children’s English Class

-Violin classes

-Theoretical music composing

-Guidance on school work for primary 5

-English classes for children of ages from 6~12 year old and exams

-Violin classes and exams

-Music theory and guidance on basic music composing

-Cooperation with ELT English Language School

-Advanced language education

2000

-CYC Nursery School

-Supplementary classes for higher primary school

-Distance classes through computer

-Whole language classes for children of ages from 1~6 years old

-Guidance on school work for primary 6

-Setting up independent website

-Teaching main frame is based on language instruction, and develop from “Complete Education of Open style” to “Whole language” structure

-Use of internet and CD as teaching materials

-Facilitate the merger of school and the neighborhood

2001

-The Center of Young Children (CYC) -Provide children of age from 1~12 years old consistent education

-Expand overseas education

-Emphasis on the development of “Language Education” and Art Education”

-Cultivation of Children’s global view

Introduction to Whole Language Curriculum of CYC

-Outline: Combination of “Curriculum” and “Development” teaching methods

-Principles: We adopt the method of “Whole language” and construct language across the curriculums.

Course range- Art, Science, Mathematics, Music

Self-inspiring Activities - Games, block, Acting

 

-Teaching Method: “Comprehension Approaches”

Emphasis

Aid the interaction between children and syllabus;

Design the project of “whole to part program”

Focus

“Uniqueness of Thinking” and “Learning Style”

Development

Child-centered and experience guiding learning environment

 

-Learning development: Rainbow Spectrum Measurement Method

Seven groups: Language development, Mathematics & Logic Development (IQ Development)/ Space development, Music development, Body Action development (Combined Development)/ Interpersonal Relation Development, Self-development and Self-reflection (EQ Development)

Claim 

 

Development

The interactive teaching allows children to develop into a listener, speaker, reader, and writer.

Expectation

With the teacher’s demonstration of the role of “Communication”, we can expect the development of children into a “whole person” under such warm, supportive and encouraging atmosphere.

 

An Ordinary Day in CYCEnjoyable Learning

1. Language

->We adopt LEA (the Language Experience Approach) and “Comprehensive Approach” teaching method, emphasizing on the interaction with the story and “Reading readiness”, and provide “Whole to part program”.

->We provide more activities and opportunities, allowing children to:

-Increase the chances of listening and talking.

-Reading: “pretended reading” is a successful fundamental of early reading; furthermore, to build the meaning of words by word pattern, tone, syntax and word meanings.

-Handwriting: Use of wall of words (or board), language experience chart, and thus let children write down all sorts of signs and assigned words.

-Encourage children to keep “learning journals” and “learning logs” in which they write down the things they learn everyday.

2. Games

->In games, the process of clarifying concepts, roles, and opinions can enhance the development of the children’s “recognition” field, and the use of various challengeable mediums and materials can motivate children’s “Body action skills”.

Besides that, games can allow young kids to reveal what they have learnt, build resource materials, and imagine role playing, thus aiding them in continuous growth. Adults should protect young kids’ rights for games; encourage and acknowledge “the value of games”.

Group Time

->In accordance with “child-centered and adaptation development practical teaching methods”

->Emphasis on “interactive” teaching.

->Create chances of “talking” and “participating” for young kids

Handwriting

->Young kids develop their writing ability from messy graffiti to imitating words through self-creative spelling, and from imitating to correct words through experimental writing.

Books

Library: A “social site” where young kids can find reading materials and expand their knowledge of literature.

->Encourage young kids to “think” with the authors.

->Allow young kids to “interact” with the story, encourage them to write with “environmental words” and enhance their interest in books and literature.

Topic Units

->Arrange classes according to young kids’ “interests”, so as to “adjust” and “combine” their present and past experience.

->The integrated topics across various subjects make it easier to “Unite” activities in different fields, and provide more diverse chances for “ability development”.

Natural Science

Science classes

->Allow young kids’ to develop “appreciation of living things”

->Provide young kids to use scientific vocabulary to carry out “observation” and “investigation”, and thus develop the ability to “discover”.

Art Activities

->Look at young kids as “creative thinkers”, and provide them an environment where they can “freely” express themselves. We should encourage young kids to use different artistic forms, regardless 2 or 3 dimensional, to create a story of their own and organize their thoughts, in order to make art one of the many communication means.

Music and Exercise

Music and exercise itself is a very “active” process of communication and expressing.

->Through music and exercise, young kids can:

-Learn to listen and respond with their voices through the mood of appreciating music.

-Increase the ability of controlling their body by expressing body actions and also learn to respond with them.

Mathematics

->Through all sorts of operation and sensory teaching materials, and mathematical exercise activities of pair making, description, name giving, distinction of attributes, numerals, and numbers, to assist young kids build their own concepts of mathematics.