Our front garden
A Typical Day & Activities
Our 2 Main Programs at Humpty Dumpty (*)
Toddler Program (1.5-3ys)
7:30 AM - 12:00 PM
Regular Day Program (3-6ys)
7:30 AM - 2:30 PM
After Care runs from 2:30-4:00 pm for Extended Day Program.
Children can attend Afternoon Labs on selected days.
(*) Exceptions to the main programs can be discussed directly with our school Director.
A Typical Day
Our Daily Activities
Please remember that children are not forced into any activity. They can choose the activity that better matches their learning style and their interest.
Work Period
Children spend this uninterrupted time working on individual or small-group activities at a table or on a rug on the floor. Some activities require a lesson from the teacher. Others, such as puzzles, can be used without a lesson. Children who choose an activity that is too difficult for them are offered something that better matches their abilities.
Benefits for the children: These activities allow children to improve their attention span and concentration skills, small motor control, eye-hand coordination, attention to detail, perseverance, and the joy of learning. Responsibility for one’s own learning is developed as the children make their own choices.
Circle Time
This group activity includes calling the roll, shaking hands, grace and courtesy lessons, counting, colours, stories, songs, games, or lessons on something new. For the older children it includes introductions to letters and numbers. Children help place the mats and put them away at the end of the circle time.
Benefits for the children: Whole-group lessons are an important time for children to learn how to take turns, participate appropriately in a larger society, share feelings and ideas, enjoy each other’s company in songs and games, and learn respect for others.
Groups
We have divided the children in three main groups for the circle time. Please remember that circle time lasts only between 30 min. to 45 min. and the rest of the day the childen are working and playing in mixed groups according to the Montessori pedagogy. Every school year teachers may decide on different names for the three groups. The three groups are: The Stars (1.5-3 ys), Twinkles (3-4 ys), and Bingoes (4+ ys).
Free Play
During our free play sessions adults provide children with the support, props, time, and space to develop their play. This role involves many dimensions such as when to intervene and when to stand back. The teachers/assistants take time to observe, consult, plan, and participate in play. They are clear on the great potential for learning that play offers (developing skills and abilities, providing opportunities to co-operate, developing friendships, taking turns, resolving conflicts and solving problems, and developing knowledge and understanding of the world).
The environment influences how and what children play. Well-resourced, well-planned and predictable indoor and outdoor spaces help children to see the opportunities that are available for play. There are two roles for the adult in preparing this environment: organising it and resourcing it.
Benefits for the children: Research confirms that children’s self-initiated play nurtures overall development, not just cognitive development (such as learning to name colours, numbers or shapes). Play during early childhood is necessary if humans are to reach their full potential. Play improves the quality of life –indeed people feel good while playing and active play has the paradoxical effect of increasing attention span and improving the efficiency of thinking and problem solving. Two hours of active play per day may help reduce attention deficits and hyperactivity.
Outside Play
Climbing on the play apparatus, sand play, water tables and gardening are a few of the activities available on the playground.
Benefits for the children: Large-motor control, participation in group games, and learning about the wonders of nature take place as the children play outside.
Lunch Time
The children wash their hands, wait until all are seated before beginning, concentrate on manners and pleasant conversations at the table, take a taste of everything, throw away trash. Every day we have 2 different children to play the role of assistant/waiters. They set the tables for lunch and serve the other children. After lunch, children help clean the tables and sweep the floor.
Benefits for the children: Respectful behaviour at mealtime is learned through modelling and direction from the teacher. Discussions can include manners, healthy nutrition, and family customs. Cooperation and teamwork are fostered as children help each other clean up and transition to the next activity.
Canteen service or BYOL (Bring Your Own Lunch) to school
If your child/ren attend our regular program (picking up at 2:30pm) two possible options are availble: either you can opt for the canteen service at an extra cost or your child can bring his/her lunch. Please ensure to pack a healthy snack for ALL children (morning snacks are not included in the Canteen service), a ready-to-eat lunch for those not using the canteen service and water for every day of the week. Here are some guidelines to portions and healthy choices for your children. Portions <link>; Healthy Choices <link>.
Nap Time
Children who need to have a nap after their lunch can make use of the kids-cots that we have at school. Blankets will be provided at school and washed daily.
Age-Appropriate Activities
Activities at this time can include early literacy, games, art, drama, music, movement, cooking, or an educational video.
Benefits for the children: Cooperation, teamwork, and creative expression are fostered as children build self esteem.
Early Literacy Programme
It follows the ORIM framework (opportunities, recognition, interaction and models). Opportunities for children to learn; recognition from the families who are asked to be aware, identify and praise early milestones in their children literacy learning; interaction by asking children to take part to real-life literacy tasks and by involving them in word/letter/sound games; models by having teachers and parents be users of literacy in everyday life (reading books/newspapers; following recipes; writing notes or shopping lists).
We work on the key elements of writing (directionality, letter formation, spelling, relationship of letters and words), reading and rhyming, awareness of environmental print (context based print such as shop signs or logos on household product packaging).
All children will be working on their linguistic development through songs, nursery rhymes, reading and dramatization of tales and books, thematic conversation, puppet theatre and theatrino.
Our media is English but we emphasize the importance and value of all languages so children are not 'punished' when using another language or obliged to use only English.
Benefits for the children: It is important to recognize communication as the foundation for the meaningful development of language concepts and skills. Effective communication depends on authentic relationships between communicative partners. Teachers have the responsibility (actually, the opportunity) to develop and expand learning relationships with young children. This is truly the ultimate opportunity to make a difference. Seen in this light, conversations with young children on the playground, during free play, on the way to the bathroom, in the midst of conflict resolution, during lessons, and countless other times create the context for the development of language skills. Relationships of trust are built between children and teachers and among peers. Classroom work further contributes to language concept and skill development within this context of meaningful communication. A way to prepare children for reading and writing tasks at school is by giving them lots of opportunities to experience language and print in all its forms. Phonemic awareness is a beginning reading skill that is important for preschoolers to develop, and rhyming is one part of developing phonemic awareness.
Pick-up Time
It offers the children an opportunity to say good-bye to the teacher and each other. It also gives the teacher a chance to speak briefly with parents.
