Word From The Head Of ECE/KG2
From a young age, I knew my calling was to educate and mentor children. My journey began in Australia, and nine years ago I returned to Egypt, where I found a second home at BCCIS.
At BCCIS, I see every day the remarkable potential within each child. We believe there is no one size fits all solution; each child has their own unique path. It is our privilege to walk alongside them, nurturing their talents, building their confidence, and supporting them through challenges.
We are not only preparing children for school; we are preparing them for life. Our goal is to foster resilient, capable, and empathetic individuals who will make a positive difference in the world. At BCCIS, every child is valued, every voice is heard, and every future is bright.
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The Goals Of Our Curriculum
The most important goal of early childhood education is to help children become enthusiastic learners. This means encouraging them to be active and creative explorers who are not afraid to try out their ideas and think their own thoughts. Our goal is to help children become independent, self-confident, and inquisitive learners. We teach them how to learn in an environment that is developmentally appropriate.
We allow them to learn at their own pace and in the ways that are best for their developmental level. We instill good habits and attitudes, particularly a positive sense of self, which will make a difference throughout their lives.
Our curriculum identifies goals within the following domains for early childhood development:
SOCIAL: To help children feel comfortable in school, trust their new environment, make friends, and feel that they are part of the group.
EMOTIONAL: To help children experience pride and confidence, develop independence and self-control, and maintain a positive attitude toward life.
COGNITIVE: To help children become confident learners by letting them try out their ideas, experience success, and acquire essential learning skills such as problem-solving, asking questions, and using words to describe their ideas, observations, and feelings.
PHYSICAL: To help children strengthen their large and small muscle skills and feel confident about what their bodies can do.
LANGUAGE/LITERACY: To help children hear and distinguish the sounds of language, follow oral directions, and actively participate in conversations. This progression leads to valuing spoken words, developing reading skills, understanding print concepts, and enjoying books throughout their lives.
The activities we plan for children, the way we organize the environment, select toys and materials, plan the daily schedule, and interact with them are all designed to accomplish the goals of our curriculum and give children a successful start in school.
Finally, we encourage the development of good habits and attitudes that foster positive self-esteem, making a lasting difference throughout their lives.
DISCIPLINE POLICY
Working to Support Your Child’s Success The foundation of our discipline policy is rooted in Positive Discipline procedures. An important aspect of a good Early Childhood Education program is promoting skills that support healthy social and emotional development. A key focus in this critical area is teaching children how to manage their feelings and actions in ways that are socially acceptable. We recognize that conflicts and inappropriate behaviors are inevitable during the formative years of childhood, and we understand that children need guidance in developing skills to manage conflicts and emotions.
We view most behavior problems as valuable teaching and learning opportunities that help children discover more appropriate ways to express themselves. Rather than relying on the short-term solutions of a reward-and-punishment system, we promote empowering children to manage their feelings in ways that are more effective over the long term. By teaching Positive Discipline strategies, children learn to handle their feelings and frustrations without resorting to physical or verbal aggression. Through a
gradual process of role modeling and positive reinforcement, they learn to take care of their own needs (self-respect) while respecting the feelings and rights of others.
This important foundation will support children beyond preschool and help them establish lifelong skills throughout school and into adulthood. We also recognize that, at times, behavioral issues may fall outside the typical developmental and age-appropriate range of socially accepted behavior. For example, disruptive or aggressive actions that create ongoing classroom management challenges and raise concerns for the well-being of the child or others will be addressed individually. In such cases, we will share our observations and concerns with parents to determine whether the issue can be resolved collaboratively or whether we should seek the advice and counseling of an outside professional agency.