- LEARNING
ENVIRONMENT
-
- The Early Childhood program provides a learning
environment that allows each child opportunities to
develop:
- self-confidence through successful learning
experiences;
- responsibility for one's own behavior;
- positive attitudes toward learning;
- a sense of responsibility for completing assigned
tasks;
- the ability to share and cooperate with others;
- language / literacy skills and strategies;
- mathematical thinking about patterns and
relationships, order and predictability, and logic and
meaning;
- the ability to observe, explore, discover,
predict, and solve problems through concrete learning
experiences;
- an understanding of the many aspects of their
cultural and environmental world;
- health-promoting habits and routines;
- physically through use of large and small muscle
activities;
- aesthetic expression and appreciation through art,
music and dramatic play;
- the natural curiosity young children use to make
sense of their world;
- the early concepts and skills that build the
foundation for the Primary curriculum.
-
-
- ADMISSIONS
POLICY
-
- To be admitted to Ambrit's Nursery class, a child
should be potty-trained and should be 3 years old by
the 31st of August of the year of entry. Children
then progress to Kindergarten, Preparatory and Grade
One with their year group unless the teachers and
administration feel that it would be beneficial to the
child's development to stay in a class.
-
- If there is a question as to a child's placement
for the subsequent year, parents will be informed by
the beginning of the Spring term of that calendar
year. Children entering the school mid-year will be
informed of the placement decision for the following
school year within two months of entry. Children
entering the school with known special needs or who
are subsequently identified as having special needs
will be reviewed individually as to placement each
year. In certain circumstances, it may be necessary
for the parents to pay for an assistant in the
classroom for children with special needs.
-
-
-
- CURRICULUM
FRAMEWORK
-
- Language and Early Literacy
- During the Early Childhood years, children's
experiences with communication and literacy begin to
form the basis for their later school success. Given
adequate opportunities to interact with responsive
adults and peers in language and print-rich
environments, young children develop vocabulary,
extended language skills, and
- knowledge of the world around them. They develop
listening comprehension and phonological awareness;
understanding of the everyday functions of print;
motivation to read; appreciation for literary forms;
and print awareness and letter knowledge. They learn
what books are and how to use them. Understanding the
value of literacy as a means of communication, as well
as coming to enjoy reading, are accomplishments
typical of the future good reader. These language and
literacy accomplishments are best achieved through
activities that are integrated across different
developmental areas: cognitive development, fine and
gross motor development, and social and emotional
development. It is important to consider the child's
primary language(s) spoken at home, augmentative
communication, and what sensory impairments there may
be in accomplishing these guidelines.
-
- Mathematics
- Mathematics learning builds on children's
curiosity and enthusiasm, and challenges children to
explore ideas about patterns and relationships, order
and predictability, and logic and meaning.
Consequently, quality instruction occurs in
environments that are rich in language; encourage
children's thinking, and nurture children's
explorations and ideas. These ideas include the
concepts of number pattern, measurement, shape, space,
and classification and move on to more challenging
concepts in Prep and Grade One.
-
- Science
- Young children are natural scientists. They are
eager to discover all they can about the world in
which they live. In Early Childhood, children
participate in simple investigations that help them
begin to develop the skills of asking questions,
gathering information, communicating findings, and
making informed decisions. Using their own senses and
common tools, such as a hand lens, students make
observations and collect information. Through these
processes, Early Childhood children learn about their
world.
-
- Children enter the Early Childhood classroom with
many conceptions about the natural and constructed
world - ideas that they have gained from prior
experiences.
- Meaningful science learning experiences help
children investigate those pre-existing ideas while
building a foundation for additional knowledge. These
meaningful experiences increase children's
understanding of the natural world, living things,
cycles, change, and patterns - concepts that organize
the learning of science.
-
- Social Studies
- Social studies concentrate on the nature of people
and their world, the heritage of the past, and
contemporary living and culture. The social studies
are both integral to young children's lives and of
great interest to them. Driven by a desire to know and
- achieve mastery over self and their environment,
children are eager to gain understanding of the many
aspects of their cultural and environmental world.
Through social studies, children begin to develop the
self-understanding that will serve as a foundation for
learning about others and the world around them.
-
- Although all aspects of education have the goal of
preparing children to become contributing members of
society, social studies are particularly well suited
to foster the skills and attitudes necessary for
participation in a democracy. Skills such as problem
solving, decision-making, and working independently
and with others in a classroom prepare children to
become fully-functioning citizens.
-
- Fine Arts
- Young children express their ideas, thoughts, and
feelings using a variety of symbols. Through their
art, music, dramatic play and movement and dance,
children actively engage in representing what they
know and how they think, using problem-solving
strategies to express ideas in different forms. The
fine arts enhance children's ability to interpret
symbols and are associated with growth in all areas of
development, including academic learning.
-
- In art, materials are provided and skills,
techniques and processes are explained and
demonstrated so that children will have the
opportunity to explore, experiment, and represent
their feelings and ideas. By choosing appropriate
activities and materials and by demonstrating various
media and methods the children's initiative and
creativity is encouraged.
-
- Health And Safety
- Young children learn health-promoting habits and
routines in Early Childhood. In these early years,
they develop basic concepts, attitudes, and skills
about nutrition, safety, hygiene, and physical
activity that contribute to their well being.
Children's experiences with their health and discovery
of ways to improve it enhance their desire and ability
to make wise decisions for healthy living in the
future.
-
- Personal and Social Development
- Early Childhood children develop personal and
social skills that enable them to function well within
the social setting of the classroom. Children develop
a sense of who they are and their capabilities, and
establish positive relationships with others, which
enables them to effectively participate in class and
community and accomplish meaningful tasks.
The anagram CARES expresses skills that help a
child succeed: Cooperation, Assertion, Responsibility,
Empathy and Self-Control.
-
- Physical Development
- Movement is at the center of young children's
lives. Early Childhood children participate in
experiences that foster fundamental motor and movement
skills, such as climbing, walking and running, which
are necessary for participation in games and sports
throughout life. They begin to develop gross motor
skills that involve throwing, catching, and kicking,
and fine motor skills that involve greater precision
and accuracy of movement.
-
WHAT
HAPPENS ON A TYPICAL DAY (depending on the daily/weekly
schedule)
-
- Welcome/Arrival: Children are welcomed and
then independently check in, and settle in to the
school day.
-
- Circle Time: Your child joins with
classmates to talk about the day. Students are engaged
in writing, language and mathematics instruction.
-
- Work Time: Children may choose from
activities in the centers (small group areas) which
include dramatic play, table toys, blocks, art,
sensory table, library and computers. They may also
work at the tables in groups, or on the carpet with a
teacher.
-
- Clean Up: Your child learns the importance
of concluding activities, putting away materials and
cooperating with others.
-
- Small Group Instruction: Children receive
intentional instruction on targeted objectives in a
small group setting. Students are taught language,
literacy, and mathematic concepts and skills through a
variety of instructional strategies.
-
- Outdoor Learning: Energetic outdoor play
provides opportunities for children to develop large
muscles, to engage in social interactions, and to
experience nature. Children also learn self-management
by following rules and safety guidelines.
-
- P.E./Music/Art: Your child will experience
music, art and physical activities in the classroom,
the activity room and on the playground. Along with
expressing oneself creatively, learning to follow
rules and safety guidelines as well as building large
motor skills will accompany the fun students enjoy.
-
- Story Time: Teachers read to children in
both large and small groups. Reading enhances
listening comprehension, stimulates thought-provoking
questions and conversation, and develops concepts of
print and vocabulary.
-
- Dismissal: Children are encouraged to
review the day's events and independently collect
their belongings.
-
-
- HOMEWORK
-
- Early Childhood
- Homework reinforces and 'tests' skills learned in
subject areas. It provides an opportunity for
communication between parents, teachers and child.
Homework can also promote independence and
responsibility.
-
- Nursery & Kindergarten - It's important
that children have stories read to them at home.
Encourage your child to talk about his/her school day
and of the artwork that he/she brings home. Children
are sometimes asked to bring pictures and materials
based on monthly themes to school. In Kindergarten,
consolidation number and language work may be sent
home.
-
- Preparatory - The children have a homework
book with 2 weekly assignments. They have the
entire week to compete the work and responsible for
returning the book to class on Friday. 2 or 3
fixed days per week on which homework is set; it may
be a spelling/writing exercise, a math page or home
reading. The homework policy and suggestions for
helping students are explained during the September
parent meeting. The work should take 10-15 minutes to
complete and can be explained by the parent, gradually
leading to the child completing the work on her/his
own (depending on level of reading skills and command
of English).
-
- Grade 1 - There are 2 or 3 fixed days per
week on which homework is set; it may be a
spelling/writing exercise, a math page or home
reading. The homework policy and suggestions for
helping students are explained during the September
parent meeting. The work should take 10-15 minutes to
complete and can be explained by the parent, gradually
leading to the child completing the work on her/his
own (depending on level of reading skills and command
of English).
- The Italian program starts in Grade 1. Home
reading may take a longer time. No holiday homework
will be sent home unless specifically requested.
Reading with your child is encouraged.
-
-
- Responsibilities of Parents
- Parents can help find the best time after school
for homework. They should provide a quiet,
well-lighted work area. They may explain, where
necessary, but then should promote independence in
their child(ren) completing homework.
-
- Parents are asked to inform teachers well in
advance if they have a holiday planned during school
time so the child's homework can be prepared.
-
-
- SAFETY AND
SECURITY INFORMATION
-
- Bus Transportation
- Please see the
Buses
Section on the Ambrit website:
- http://ambrit-rome.com/guide.htm#buses
-
- EC Children:
- Nursery and Kinder EC children will have Bus
Buddies to accompany them to their classes in the
morning and their bus lines in the afternoon.
-
-
- PLAY
DATES & PARTIES
-
- Play-dates
-
- If you would like to arrange a play-date for your
child with another child, please remember that a
WRITTEN note must be given to the class teacher or to
Ms. Gigi (or a phone call or email before
1:00). For safety and security NO CHILD MAY
LEAVE WITH ANOTHER PARENT OR BABYSITTER WITHOUT
PARENTAL PERMISSION IN ADVANCE.
-
- Birthdays
- Please note Ambrit's Birthday Policy:
-
- 1. Parents may celebrate their child's birthday at
school with a cake, or drinks, if they arrange it with
the class teacher at least 2 days in advance.
Parents are requested to bring or send in everything
required, including plates, napkins, etc.
-
- 2. If you are planning on inviting children to a
birthday party you MUST invite all the children in the
class. If you prefer to only invite a select few you
NEED to phone the parents, send invitations via post
or email or directly speak to parents. Please DO NOT
ask teachers to distribute only a few invitations nor
should parents try to distribute only a few
invitations at school. This hurts children's
feelings and is unfair.
-
-
- Parties outside of school
- For the safety and security of all children,
please note the following rules.
-
- 1. If you are organizing a party OUT OF SCHOOL,
please make sure that your invitations CLEARLY say
that for all children going home in a different way
than usual (i.e. not taking the regular school bus),
each parent MUST contact Ms. Gigi with a written note
or a phone call (339-1115419) or email
buses@ambrit-rome.com
BEFORE 1:00.
-
- 2. Please do not expect Ms. Gigi to phone
parents! Ms. Gigi cannot phone every parent of
invited children to confirm party attendance.
Parents must contact Ms. Gigi in advance.
-
- 3. Please see Ms. Gigi the morning of the party to
provide a list of all confirmed participants.
Confirming party attendance to the host parent must
also be accompanied by notification to Ms. Gigi,
whether children are going home with another parent,
on a party bus or remaining for a party at school.
-
- 4. NO CHILDREN MAY LEAVE THE SCHOOL WITHOUT
PARENTAL PERMISSION TO MS. GIGI. IF Ms. Gigi
does not receive confirmation, children will be sent
home in their usual manner.
-
- 5. If you would like to arrange for a PARTY BUS
for your party please contact Ms. Gigi at least one
week in advance.
-
- 6. Payments need to be made through Ms. Gigi.
-
- 7. Please arrive at 3:00 p.m. so you can escort
out the children before regular bus time at 3:25.
-
-
- Parties in School on Rented EC Playground
-
- 1. Birthdays celebrated on the Early Childhood
playground should be arranged and payments made with
Ms. Level at least one week in advance. Parties can
only occur if there are no previous conflicts so
confirm before invitations are made!
-
- 2. If you are organizing a party at school please
make sure that your invitations CLEARLY say that for
all children going home in a different way than usual
(i.e. not taking the regular school bus) each parent
MUST contact Ms. Gigi BEFORE 1:00 with a
written note, phone call 339-1115419 or email
buses@ambrit-rome.com.
-
- 3. Parties are organized by parents hosting the
event and are not the responsibility of Ambrit
teachers. A teacher will remain at school in EC
only to ensure that the party finishes on time and
that the alarm is properly turned on at 6 p.m.
-
- 4. Please see Ms. Gigi the morning of the party to
provide a list of all confirmed participants, however,
ALL children attending the party must have parental
confirmation with Ms. Gigi.
-
- 5. Parents hosting a party should ask the class
teacher for a class list so that they have a list of
parent phone numbers. At 5:40 if there are
children without a parent, please begin phoning
late parents. At 5:45 please accompany late
children to the benches in the Atrium and wait for
parents there. It is the responsibility of the
hosting parents to wait until all children are picked
up.
-
-
- Changes in Means of Transportation
-
- Bus Changes:
- Any changes to the regular bus schedule need to be
made through the school office. Dial the school
number, 'press 1 for bus inquiry' and ask for
Gigi. The 'bus change form' (also
available on-line) should also be
completed and given to your child's classroom teacher
in the morning.
- In case of an emergency bus change please contact
the school as early as possible, preferably before
noon. Bus lists are completed by 1:00 and any
changes after this time are extremely difficult to
make.
- Parents should report any unexpected absence due
to an emergency or sickness in the morning directly to
the driver. All buses have telephones for
receiving calls. The drivers do not speak
English, but they can understand enough to
communicate. It is important to remember that
DRIVERS ARE NOT PERMITTED TO WAIT LONGER THAN 2
MINUTES FOR ANY CHILD.
- Dismissal
- Nursery, Kinder and Prep children may be picked up
from their classrooms from 3:15 on. Grade One
parents can pick up their children in the
lunchroom/theater from 3:35 on.
-
-
-
- ATTENDANCE
INFORMATION
-
- Attendance
- Your child must attend class regularly for optimum
learning. If it is necessary for your child to be
absent, please email or call the school if there is
more than 2 days of absence. If the child is ill
for more than three consecutive days a doctor's note
is needed.
-
- Tardiness
- Teachers begin their school day promptly in order
to maximize the instructional time. When your child
arrives late it requires one member of the teaching
team to break away from the classroom instruction to
assist him, which disrupts his learning and the
learning of others. Please try to arrive on
time, 8:45 for Grade One and no later than 9:00 for
Nursery, Kinder and Prep.
-
-
- LOST AND
FOUND
-
- All lost items will be placed in the lost and
found boxes located at the Adventure playground
entrance area. In the downstairs EC corridor, there is
also a lost and found box for items found in that area
- Nursery, Kinder, Prep, lost items.
-
HEALTH AND
MEDICAL INFORMATION
-
- Snack
- You can send a nutritious snack each day. Simple
snacks such as grapes, pretzels, crackers, cheese, and
fresh vegetables are encouraged. Please do not send
peanut products. Send the snack in a bag or container
labeled with the child's name.
- Please no glass containers.
-
- Illness
- A child with any of the following conditions
should not be in school:
- fever or vomiting within the past 24 hours
- diarrhea
- undiagnosed skin or eye irritation
- symptoms of any other illness or condition not
diagnosed by a doctor
-
- Medication
- Medication must be kept in Ms. Gigi's office and
shall be administered to a student under the following
conditions:
- Only medication that cannot be scheduled for other
than school hours may be given.
- All prescription medication must be in the
original container and have a prescription label.
- Nonprescription medicine must be in the original
container/bottle labeled with the child's name, the
name of the medication, and explicit instructions for
giving.
- All medication must be brought to school by the
parent/guardian and must be stored in the Ms. Gigi's
office. Students are not allowed to keep medication
anywhere in the classroom area.
- A written request to administer medication must
accompany all medication brought to school.
-
- SUPPORTING THE
INSTRUCTIONAL DAY
-
- Library Books
- Your child will regularly visit the school library
for story time and Prep and Grade One children will
check out a book. Nursery and Kinder parents may check
out books with their Library number. The book
must be returned in order for another book to be
checked out. If a book is lost or damaged, parents are
required to pay for the book before another book can
be checked out.
-
- School Supplies
-
- In September, class teachers will send a letter to
inform parents of what each child needs. This may
include:
- A plastic art smock (can be found at Citta del
Sole, Via della Scrofa) or a cotton smock. An
oversized T-shirt will do. (All EC classes)
- A small bag containing a change of clothes: socks,
underpants, vest, jogging suit and indoor shoes - all
clearly named; two small blankets and a pillow
for rest time (Nursery, Kinder, Prep)
- A small blanket, sheet, pillow/pillowcase for rest
time (Kinder, Nursery)
- A small plastic case with toothbrush/toothpaste
(Prep/Grade 1)
- A pencil case with pencils, erasers, felt-tip pens
or coloured pencils (Grade 1)
-
- Please make sure that all these items are
clearly labeled.
-
-
- DRESS
CODE
-
- Dress comfortably. It is very important that
children feels comfortable, free to move and not
worried about getting paint, food or mud on their
clothes. They will be running, kicking balls and
climbing; therefore, it is important to dress them
safely for playtime. Please see that children can
remove clothing easily by themselves in order to use
the bathroom independently.
- Dress for weather. The children play outside
almost every day, so it is very important for them to
be dressed appropriately so that they will be
comfortable. Remembering little things like mittens,
hats and socks on days when the child may need them is
important.
- Remember feet. Comfortable rubber soled shoes are
the best. Shoes that are slippery on the bottom
or are always falling off can be dangerous for
children. Please NO backless shoes. Please see that
all sandals have a strap around the heel.
-
- Label All
Clothing
- Please label all articles of clothing that your
child brings to school. Numerous articles of clothing
end up in the school's lost and found each year. Blue
sweaters, jackets, and yellow raincoats can look
amazingly alike!
-
- Change of Clothing
- Occasionally accidents do happen. For this reason,
please send a change of clothing (shirt, underwear,
pants, and socks) in a clear plastic bag with your
child's name written on the outside of the bag.
Mid-year you may want to change the clothing to
reflect the weather and season change. The clothes
will be returned to you at the end of the year.
-
- Backpack
-
- Your child needs to bring a school bag or backpack
every day. Considerations for this backpack are:
- The backpack should fit into the student cubbies.
- We suggest your child practice opening and closing
the backpack prior to the first day of school so
he/she can independently work the zippers and/or
snaps.
- The backpack should be large enough to carry
student work and a large library book.
- Please write your child's name on the backpack.
- No toys are allowed.
- Please empty your child's backpack every day.
- For children's safety, backpacks with wheels are
discouraged.
-
- PARENT -
TEACHER COMMUNICATION
-
- Class Meetings
- In September all parents are invited to a class
meeting where they may hear about the curriculum,
homework, meet the teacher and other parents as well.
-
-
- Reporting to Parents
- Parent conferences are held in February. The
conference is an opportunity to report your child's
progress, and for the teacher and the parents to get
better acquainted after the September class meeting.
The teacher and parent discuss how they can work
together to enable the child to have a successful
school year. You are encouraged to attend these
scheduled conferences.
-
-
- Communication With Teachers
- Any notes or money from you should placed into
your child's folder or plastic envelope.
- You can email the school or the class teachers
directly or call the school 06 5595305 and ask to be
transferred to EC. Teachers may not be able to
leave the classroom to talk on the phone, but Jennifer
Level can relay a message.
- Please advise us if there is a change (hospital,
illness, death, divorce, trip, new baby, etc.) in your
home. It will be kept confidential. These events do
affect your child's class performance.
-
- Early Childhood Discipline Policy
-
- Co-operative behavior, respect of others and of
school materials and politeness in school and play are
an integral part of the Early Childhood program.
Teachers emphasize positive behavior and help each
child understand their emotions, actions and
consequences of acceptable and unacceptable behavior.
-
- When discipline is needed, teachers talk with the
child about what has happened and what is expected.
The child is asked to sit away from others in the
class or group for a short period of time.
Before returning to play or work again, the child and
teacher(s) talk about what has happened and will
happen as a consequence.
-
- Parents, children and teachers work together
whenever possible in solving behavior problems.
Teachers talk to parents and/or send letters noting
particular achievements or difficulties. This
communication clarifies any in or out of school
changes that may be occurring. When a child exhibits
continued aggressive behavior the Early Childhood
Principal or Director will speak to the child and
his/her parents.
-
-
- WHAT CAN YOU
DO?
-
- Ways for Parents to Support Learning
- Use the school library.
- Read stories daily.
- Go to the park or explore your backyard.
- Do simple cooking projects with your child.
- Give your child opportunities to help you at home.
- Play with your child.
- Limit TV and video games.
- Teach your child to take good care of toys and put
them away.
- Encourage good health habits (washing hands with
soap, proper use of tissue, brushing teeth, etc.).
- Eat healthy foods.
- Schedule an appropriate bedtime.
- Invite a friend to play.
- Display your child's work.
- Listen to and talk with your child.
- Provide writing materials (crayons, markers,
pencils, paper, cards).
- Show your child how you write to create lists and
notes.
- Encourage exploration of different art media
(paint, Play-Doh, tissue paper, construction paper,
glue, scissors).
-
- Friends of Ambrit
- Ambrit has a thriving parent-teacher association
called
Friends
of Ambrit. All parents are welcome to join and
attend F.O.A. functions. Information regarding F.O.A
is available from the school office.
- EMERGENCY CONTACT
NUMBERS
- Bernard Mullane - 3473813188
- Gigi - 3391115419
- School Fax - 065595309
- School email -
ambrit@ambrit-rome.com
|
