FAQ

We know from child development research that children construct knowledge through “hands on” experience. Our program provides materials and equipment appropriate to the children’s developmental levels. Our daily schedule provides appropriate time for learning including an outdoor program, which we consider an extension of the classroom. We participate in outdoor play each day, weather permitting.

The teachers are highly qualified educators with training, experience, and education in Early Childhood Education. Our teachers have degrees in the fields of education, early childhood education, psychology and other related fields. Our teachers provide an environment of trust, care, respect and individuality for each child.

The founders of ISYC were both graduates from the University of the Philippines, and our School Directress has a Masters Degree in Early Child Education Specialist as well as a Doctorate Degree in Educational Administration.

In addition to their academic training, the staff also participate in on-going training and development through seminars and monthly planning meetings. All employees are trained in CPR and First Aid.

ISYC has been recognized by the Department of Education since 2003, meeting the requirements for all preschools in the Philippines.

Teachers bring the children together for music and movement activities midway through the session. Prior to outside play, the children are brought together again for story time. Small groups form throughout the session as the teachers interact with the children in the various interest areas.

In the Toddler, Junior Nursery and Senior Nursery classes, the ratio is one adult for every five children. While the ratio in the Kindergarten class, on the other hand, is one adult for every six children.

It is normal for preschool-aged children to be egocentric and to act from their own perspectives. Hence, we talk with children about how their actions affect others and encourage them to verbalize their feelings. It is a slow developmental process, but children learn to respect the rights of others and to become caring, thoughtful learners and friends. By respecting and honoring children’s rights and feelings, we have learned that the children eventually show the same respect to others.

All ISYC teachers use redirection with children when there is a conflict over toys or materials and encourage children to use language rather than physical means to express their needs and wishes. We are dedicated in building self-control and self-direction in the children. Physical punishment is never used in disciplining children in school. In discipline situations, our goal is to enhance the child’s ability to function appropriately and self-regulate, not to punish.

Children do not have to be toilet trained to be enrolled at ISYC. We know that it is developmentally appropriate for children to toilet train at a range of ages, not necessarily by two years of age. Our teachers support parents during the child’s period of toilet training. Therefore, children may attend the program while still in diapers and/or pull-ups.

It has been our long time experience that children train easily when they are developmentally ready. They also model themselves after other children who are toileting. Toilet training is handled in a natural, positive manner taking the lead from the child. Children are checked regularly and encouraged if they appear to be needing to go to the toilet.

We have had hundreds of children at ISYC who did not speak English when they first came to us. Communication with preschool children, even those speaking English, is often done in a non-verbal manner. Children show us by their faces, hands, and other nonverbal cues what they want and need. Our teachers are very sensitive to this type of communication. Children quickly learn English by listening to other children and by the teachers’ modelling, caring, and teaching.

The ISYC Staff, in accordance with the philosophy and curriculum goals of the school, provides carefully planned activities in the physical, language, cognitive, and social/emotional areas.
Social and emotional development is nurtured through interactions with others. Social skill development includes sharing, cooperation and following rules.
Pre-math concepts such as color and shape recognition, object sorting and classifying, patterning, counting by rote as well as Singapore Math’s concrete-abstract-pictorial approach, make number concepts more hands-on, thus more meaningful to the children. These concepts are learned through weekly planned centers and activities.
Science is exciting, intellectually meaningful, and nurturing of the child’s natural sense of curiosity and adventure. It encourages the children to be persistent problem – solvers by introducing basic concepts of scientific reasoning such as observing, seeking evidence, and testing.

Pre-reading is encouraged by having a “print rich” environment, reading stories, making up rhymes and journal writing. Through these activities, the children learn to associate oral language with the power of the written word.
Fine motor development is learned in activities such as cutting, sensory experiences, scissors handling, tracing and utensil control in art and other manipulative activities.
Imagination gives children the opportunity to imitate, pretend, and make sense of situations and people in their world through dramatic play.
Large muscle development is achieved with outdoor playground play, indoor and outdoor climber and creative music and movement activities.

Parents are encouraged to introduce their children to a consistent staff member, especially one to whom she or he seems comfortable. It is important to tell the child you are leaving and will return in a short time to pick him/her up. It is best to keep “good-byes” sweet and short. Lingering good-byes can be painful to the child.
We will contact the parent by phone if the child remains upset and is unable to participate in the classroom activities. We will inform the parents if we feel the child needs a shorter day or other adjustments to make the separation easier

There are numerous ways that we communicate with parents. Whenever possible, we talk with parents daily about the children when they are brought into the program at the beginning of each session and again when the parents pick children up at the end of the session.
Weekly progress reports are provided to parents with information about the daily program, concepts and themes being introduced in the learning centers, songs and rhymes being taught to children and special events and activities that are being planned.
Conferences with parents occur thrice a year, one each in July, October and February. Teachers, however, will share information with brief notations on the child’s correspondence notebook along with verbal exchanges on a regular basis, encouraging open communication with parents. Parents are also invited to participate in the classroom when they desire. The staff can suggest ways in which parents may participate.

ISYC has no religious affiliation. However, there is a spiritual component to the ISYC philosophy that recognizes and respects the whole child including an inner self where issues of character and civic virtues reside and require nurturing.