About Us

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GENERAL PHILOSOPHY

The Montessori approach places emphasis on educating the whole child, covering all aspects of development – intellectual, social, physical, emotional and spiritual. Building upon children’s intrinsic desire to learn. Montessori created ideal environments full of opportunities for children to experiment and initiate their own education. At the heart of the method are the Montessori materials, beautiful and enticing pieces of equipment which have been carefully designed to incorporate a teaching purpose. Understanding, dexterity and skill are developed each time the child uses them.

Blue Heron Montessori Preschool offers a quality preschool program to develop children academically, physically, socially, emotionally and creatively. The prepared environment and caring and competent teachers of the Montessori method support a child’s on-going growth in self-esteem, work habits and a lifetime love of learning. All activities are based on respect for one’s self, others and the environment.

Blue Heron Montessori Pre-School has a non-discriminatory policy relative to race, religion, natural origin, age, sex, or mental or physical disability with respect to the admission of students.

We believe that children are the future, and that they need proper education and guidance during their formative years to acquire the skills necessary for healthy growth and development and to set the stage for later success in school and life.

 GUIDANCE PHILOSOPHY

The most important goal of guidance is for the child to become self-disciplined. Our philosophy of guidance comes from a fusion of a variety of learning theories. It is important to model pro-social behaviour, self-care and care for the environment. There must be a balance between the needs of the child and the environment. It is important to view each child at his own level of development rather than making comparisons. It is essential to provide the child with developmentally appropriate activities in an accessible child-sized environment. The child must be given choices. Choices allow the child to take initiative. Taking initiative enhances the child's self-esteem and allows the child to become a risk-taker. 

We take several of our views from the humanistic approach. Choices are important and that the child is to be given encouragement. The child's behaviour regarding attention, power, revenge and inadequacy should be responded to by ignoring the behaviour, redirection and encouragement. The child needs to be aware of the consequences of his actions, whether natural or logical. The physical needs, physical safety and a sense of belonging must be responded to before the child's self-esteem can flourish. Redirection may be used with respect to safety. We believe in active listening, "I" statements and helping the child problem-solve his own situations. 

The environment is an important aspect when considering the child's self-esteem. Above all else, the environment must be safe, physically and emotionally. The physical environment is to be aesthetically pleasing, healthy, organized, structured and contain order. It must allow the child to make choices and take initiative. To do this, it must be contain child-sized furniture, low shelving and have developmentally appropriate activities which are accessible. It is to stimulate and entice the child. By having stepping stools in the bathroom, low hooks for hanging his coat, open snack, open art, etc., it allows the child to facilitate his own needs. 

The emotional environment must be warm, loving and nurturing. The child needs to have a sense of belonging, trust and security in his environment. The interests of the child are to be considered. The environment is to be based on a multicultural and anti-bias curriculum to facilitate the child's sense of belonging. The child is to have the freedom to have his own beliefs and have support for those beliefs. The child must be able to develop at his own rate and make his own choices through child-initiated activities. The child then learns to take responsibility for himself, becomes independent and self-confident.

It is important to respect the child. To do so, you must get down to their level, have eye contact, listen attentively and acknowledge his feelings. It is important to communicate in a positive manner through verbal and nonverbal means. When talking to the child, use a pleasant tone of voice, positive phrasing and encouragement. The child is to be given the opportunity to work uninterrupted. The child is to be given choices to foster his independence. The child must be aware of the limits of his behaviour. It is through limits that he becomes aware of our concern for him thus giving him security. It is important to facilitate the individual needs of each child.

PARENT INVOLVEMENT

Parents is invited into the classroom to share their talents related to current theme work. We also encourage parents to volunteer as drivers/supervisors during field trips.

ADDITIONAL INFORMATION

- Currently, we have a Mandarin-speaking teacher which we feel is essential to caring for children in the City of Richmond.

- We are an inclusive school (children in the autism spectrum have attended).

- Families with childcare subsidies are enrolled on a regular basis.