Junior and Senior Infant Classes

 

This stage of schooling establishes the educational and pedagogical foundations for future learning.

Core Principle: Every child has the ability to learn and progress. Mission: to make students want to go to school by being a caring school.

1. A School That Adapts to Young Children

1.1 A school that welcomes children and their families

1.2 A school that supports children’s transitions

1.3 A school that considers child development

1.4 A school that applies a positive evaluation approach

2. A School with Unique Learning Methods

2.1 Learning Through Play : Play enhances independence, imagination, motor skills, communication, and friendship. Various types of play include: Symbolic play, Exploration and construction games, Manipulative and social games… Both free and structured play

2.2 Learning Through Thinking and Problem-Solving : encouraging open-ended questions, Progress through language, through action, through discussion.

2.3. Learning Through Practice : Learning is not linear but develops over time. Repetition in varied conditions helps solidify learning.

2. 4. Learning Through Memory and Recall : Teachers provide clear instructions, regular feedback, and connections between ideas. Songs, poems, and rhymes are used to reinforce learning. Students learn to reapply previously acquired knowledge in new contexts.

3. A School Where Children Learn and Grow Together
Respectful citizenship in accordance with the rules of secularism and open to cultural diversity. Identifying the role of adults, the function of spaces, and the rules. Schooling of students with disabilities, a positive view of differences. Fair treatment of children, equality between girls and boys.

3.1 Understanding the function of school.

3.2 Developing as an individual within a group

Teaching is organized around five areas of learning, essential for the child’s daily development.
“Mobilizing language in all its dimensions”: A primary place is given to language for everyone’s success. The stimulation and structuring of oral language and the gradual introduction to writing are the two priorities of preschool.
“Acting, expressing oneself, understanding through physical activity” and “Acting, expressing oneself, understanding through artistic activities” develop interactions through action, sensations, imagination, and thought.
“Building the first tools to structure one’s thinking” and “Exploring the world” foster an initial understanding of the environment and questioning.

After three years in preschool, the student completes Cycle 1. Thirteen skills are expected at the end of this early learning cycle:

● Communicate with adults and other children through language, making oneself understood.
● Express oneself in a syntactically correct and precise language. Reformulate to be better understood.
● Use various forms of oral language: telling stories, describing, recalling, explaining, questioning, proposing solutions, discussing a point of view.
● Recite from memory and expressively several nursery rhymes and poems.
● Understand written texts without any aid other than heard language.
● Show curiosity about writing. Be able to repeat the words of a written sentence after it is read by an adult, as well as the words of a known book or text title.
● Participate verbally in the production of a written text. Understand that writing is different from speaking.
● Identify patterns in spoken language in French (and also in another language).
● Manipulate syllables.
● Distinguish sounds (syllables, vowel sounds; some consonant sounds except occlusive consonants).
● Recognize letters of the alphabet and know the correspondences between the three ways of writing them: cursive, script, and uppercase print. Copy using a keyboard.
● Write one’s first name in cursive handwriting, without a model.
● Independently write a word using letters or letter groups taken from known words.