Curriculum Philosophy

  • At Bilingual Whiz Kidz, we believe lessons learned during the early childhood years are directly linked to adult well-being later in life.

    — BWK SCHOOL
  • At Bilingual Whiz Kidz, our curriculum philosophy embraces a Wholistic Learning employing an Experience Based approach to education, meaning we recognize the interconnectedness between the intellectual, physical and spiritual body, or in neural science terminology, the interconnectedness between cognitive, physical, emotional and social brain functional domains. 

    Research has determined that from birth to age 5, rapid neuron development occurs in all brain functional domains with each domain’s development being reliant upon other domains being properly developed at key moments. A child learning to skip (physical) actually enhances her ability to read (cognitive), just as her positive thinking and self-esteem (social-emotional) will strengthen her immune system (physical). Wholistic learning involves leveraging the interconnectedness of the brain’s functional domains to enhance learning effectiveness. It’s important to get the timing right.

  • Our curriculum philosophy further recognizes the link between languages and cultures, between children, families and communities and the importance of reciprocal relationships and partnerships for learning. We see learning as a social activity and value collaborative learning and community participation.

    By teaching through Spanish-Chinese immersion and through the eyes of cultural mindfulness, we instill within our students the inherent value and dignity of all human beings and cultures, creating a future adult capable of thriving within the complex community structures and diverse cultural societies which define 21st century democracies, democracies of equals.

  • Wholistic Approach: The Worm Box, When Science Teaches Nurturing

    The Worm Box is a way to teach both science and nurturing through team exploration. Children from the classroom decide to visit the Worm Box learning center. They explore the worm’s habitat, what worms do, and their importance, all while learning related Spanish vocabulary through immersion as they participate in the discovery. They gently explore the box, looking for worms and carefully holding them in their little hands to check for eyes, ears, mouths and noses. Where are the faces? It’s amazing to see the transformation, to see how children immediately enter a calm and relaxing state when exploring the earthworm box. The teacher calls attention to the children’s nurturing behavior toward this peaceful, helpful creature at which point the children see themselves as nurturers.

    “Earthworm nurturer to the soil” and “Child nurturer to the planet” are simultaneously embraced as new identity concepts. For some children, this new definition of self as a nurturer is crucial in helping them cope with difficult situations in their lives or future experiences as children or adults.

    The lesson is multifaceted, with cognitive, cultural, language, social-emotional and fine motor skill lessons being given through child initiated, teacher guided learning center exploration! And accomplished in Spanish.

  • Wholistic Child approach: It’s Just Lunch! Vamos a Almorzar!

    The small group dining experience plays an important role in a child’s growth and development, and is an essential part of their social learning. It’s more than just lunch. Children learn the value of mealtime, from healthy eating (cognitive development) and an appreciation of the food (social–emotional development), to shared conversation and table manners (social, language development,). We encourage lunch as an opportunity to bond and learn community, culture, and the Spanish language while sharing the dining experience (social-emotional, language and cultural).

    Lunch and snack time contribute to the children’s overall well-being and provide a relaxed and playful environment, where food is experienced in a warm, social setting amongst friends.

    We encourage parents to join their child and break bread with their child and friends for lunch!

  • The Wholistic Child approach: A Block Building Lesson: Los Bloques,

    It is almost impossible to separate physical development from the rest of a child’s developmental domains.

    Jessica and Cheyenne decide to construct a block structure together, un edificio, out of magnetic blocks at the Block Learning Center (social development). They discuss the need to take the blocks outdoors (language development). They carry the blocks outdoors and set them on a level area of ground (physical development). They devise a plan (language development; cognitive development) to make a square out of the blocks first (cognitive development) and then stack them (physical, fine motor skill development). When they finish, they admire their building and show it to classmates (social-emotional development). This scene occurs within Spanish immersion, thus increasing their vocabulary and fluency (bilingual language development).

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