Daycare bilingual near me: Find Bilingual Child Care Near Me
Spanish Immersion School & Learning Center
At Rayito de Sol we prepare students to excel as young leaders of tomorrow by combining an exclusive Spanish Language Immersion and elevated Cultural Awareness Curriculum with first-class full time childcare services for children 6 weeks to 6 years old.
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Our Story
Rayito de Sol is an early education program founded in 2003 by Luisa Fuentes. Ms. Fuentes is an entrepreneur, educator, and cultural leader in the BIPOC community. Our mission is to transform traditional childcare and early education. That is why we provide accredited, high quality care and early education in an authentic cultural and language immersion environment.
Benefits of Spanish Immersion
Research shows children who are exposed to another language early benefit greatly both socially and intellectually. We specialize in a Spanish Immersion curriculum, meaning our teachers and staff speak and teach in Spanish 100% of the time. Here are just a few reasons why a Spanish Immersion program can benefit your English-speaking children.
Enhanced Problem Solving Skills
Learning a second language means the brain has to learn when to work in English and when to work in Spanish. This is a fundamental problem-solving skill the brain learns early on, and those problem-solving skills are later applied to real-life scenarios and academics.
Higher Empathy
When exposed to other cultures, children gain comfort with diversity and cultures different from theirs, and have higher empathy towards others who are not like them.
Improved School Performance
Children who engage in a dual-language program see higher test scores, more parent involvement in education, and better attendance in school.
Your Family Comes First
We’re in the family business, and that’s why your family is our first priority. When you enroll at Rayito,
you’ll receive one week of vacation credits and three sick days, because you shouldn’t have to pay
for the days you aren’t attending.
Our Curriculum
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100% Spanish Language Immersion
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STEAM approach in all classroom activities
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Nationally accredited by NAEYC, the leader in early childhood education
Programs
Infant Program
6 weeks – 16 months
Starting as young as 6 weeks, babies will reach their developmental milestones while experiencing the benefits of another language.
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Learn More About Infants
Toddler Program
16 months – 36 months
Rayito de Sol offers two toddler programs – younger
and older – to meet the developing needs of your
child. We use creative ways to ensure your toddler is
learning, growing, and exceeding milestones.
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Learn More About Toddlers
Preschool Program
3 – 5 years old
As your child transitions out of the toddler room, our preschool program provides them with more structure in small class sizes for optimal hands-on instruction.
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Learn More About Preschool
Kinder-Prep Program
5 – 6 years old
This program is focused on preparing your child for kindergarten. We provide structured yet fun academic activities with school readiness on the horizon.
“The atmosphere is always so warm and caring, everyone truly loves working with my son and cares about each individual child. Everyday his teacher will tell me something special about his day or a strength/new skill they have noticed in him. It was very comforting knowing my sons were so well cared for during the day and I am very grateful for the beautiful and positive print left on my two boys’ early education.”
– Yvette, Minneapolis MN
“We loved being a part of the Rayito familia–for that is truly what you get with this daycare and school. As first-time parents, and in the midst of a pandemic at that, we were really nervous about our son’s transition to daycare, but put our minds at ease. Our 5 month old son actually hugged his teacher on his first day and instantly recognized her caring and loving nature. We’d drop him off and he’d often never look back–always happy and excited to be there!”
– Caroline, Chicago IL
“We were beyond impressed with Rayito – everything from the beautiful facility and classrooms, the organization and communication, and the clearly caring and attentive teachers. We also appreciated the attention to not just language, but culture. Any child would be extremely lucky to be there!”
– Tiffany, Chicago IL
“We loved Rayito, the teachers, and the director. Most importantly, our children were loved and valued and cared for, each for their unique gifts. They had so many activities and art projects and educational themes all the time. And all in Spanish, what a gift to expose our children to language and so much culture. Had we started our children sooner at Rayito they would be fully bilingual by now. We also really appreciated how accommodating they were and how they wanted to support working families. They responded to all of our questions and needs in a timely fashion, and courteously. We love Rayito and highly recommend them.”
– Shannon, Chicago IL
“My daughter attended preschool and is now finishing Kindergarten in a Chinese Immersion School where she has thrived. Rayito taught her to love learning about languages and cultures. She has wholeheartedly embraced bilingual education, that when she learned that some children do not speak another language, she was appalled. She was well-prepared for Kindergarten and I can honestly say, Rayito was a great investment.”
– Lisa, Minneapolis MN
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Schedule Your Visit
We’d love to meet you and learn more about your family! You can schedule a visit at any of our schools by completing this form. Select a day and time that works best for you, and we’ll take care of the rest.
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Spanish Bilingual Daycare Admissions | Morningside Play Care
Admissions Process
Who We Enroll
Ages/Grades: Morningside PlayCare is accepting summer/fall 2023 applications for enrollment of infants, toddlers, pre-schoolers, and UPK, (Ages 12 months – 8years). These children will be served in our in-person infant/toddler, PreK, Remote-Learning, and After School programs. Children ages 4-8 will also be served through our online programs.
What we look for in our selection process: First let’s say, we have not yet met a child who we did not want to accept and enroll. Children are precious, with unlimited potential; and the adults in their world have incredible influence on their development. Still, we are a small school (That’s a good thing!) with a ceiling on our capacity. And it is so very important that there be a match between family and program. Educational psychology has long known that shared-values-communities are the strongest emotional and learning support a child can have. Excellent home/school communication is also key.
In Sum – So we seek families who share our values, want a collaborative relationship, are committed over the longterm to the language, and enjoy being in community. We want diversity – both ethnic and socio-economic. And of course, we want children who can thrive in our setting.
Moderate – When all is said and done, we are a moderately competitive program. (Our acceptance rate is about 50%.) When we don’t have a space to enroll a child, we always offer the option of wait-listing. As far as children enrolling in UPK or for that matter any of our programs, previously enrolled children and their siblings always have first priority for available space.
Socio-Economic Diversity – We work to achieve socio-economic diversity through our Sliding Scale tuition policy; so every family who feels an affinity for our program should apply, regardless of income.
When To Apply & When You Will Be Notified
Applications are currently being accepted for 2023.
Applications are currently being accepted for 2023. Applications received by February 15 will be given a decision within 4 days of completion of their application process. You may request a quicker turn-around. After our February deadline, our admissions process is rolling, and children may be accepted as they become ready, provided spaces are available. Families may be wait-listed if their children are young. Families applying for financial assistance should complete the process as early in the year and cycle as possible – best by February 1. Families with young children and expectant parents are encouraged to attend Open Houses and submit applications.
ALL UPK APPLICANTS ARE ENCOURAGED TO APPLY AS SOON AS POSSIBLE.
Tuition Assistance – Sliding Scale
Families with financial need are encouraged to apply. To allow for a sliding-scale tuition,
each year a percentage of tuition dollars are set aside based upon the number of full-tuition families we enroll.
This is how we create economic diversity. Financial aid is awarded based upon an industry-standard formula for
calculating family need. The tuition amounts indicated above reflect the range of tuition parents can expect to
pay if they receive the maximum financial award or pay full tuition. Parents ineligible for aid, but who have
special circumstances may make a special request for a tuition modification, without reporting their income.
Those applying for financial assistance should submit financial aid applications simultaneously with the
application for admission. Financial Aid applications are available by email request.
What Are the Steps in the Application Process?
Our admissions process has changed to reflect our COVID era objectives.
For updates on all program changes, Request a Visit.
Step 1. (Optional)
Attending an Open House event: These events are held in the evenings after school, or early mornings prior to the start of school. There will be a presentation about our program and an opportunity to ask questions. Register for and view our Open House Schedule here.
Step 2.
Fill out an application form. You may email to request a form, or file the preliminary form via the link on this page. The application fee is $25 for a remote learning application; and $50 for an in-person application.
Step 3.
Schedule Your Interview: The PlayDate or interview is part of the formal application process; parents and child must attend. Current Interview Practice: Families of children aged 16 months or more at the time of application, will be invited to participate in an outdoor interview. Families with younger children will attend a live session of our program via Zoom. Your visit will be scheduled shortly after your application form and fee have been received. If you don’t hear from us within a few days, please do let us know. This family interview allows us to get to know more about one another and whether our program is a good match for you and your child. You have an opportunity to ask questions and meet us. When it is safe again, these visits will occur in-doors as classroom play-dates.
Quick Turn-Around?
If your family needs require a quick turn-around time
for an admissions decision, send us an email after filing your application,
requesting that we fast-track your process. We will do so.
Step 4.
Receive an admissions determination letter. For admitted families, the letter will include an enrollment agreement, a registration form, our Parent Handbook and a current academic calendar. See tab above for our Rolling Admissions schedule.
Step 5.
Sign your enrollment agreement and return with a tuition deposit of 10% (by the date indicated) to assure your child’s place.
Step 6.
Have your child’s pediatrician complete your child’s medical form. No child will be admitted without completion of this form, so schedule your doctor’s visit before the late-summer rush. Sign our Community Covid Safety Protocol Agreement. Submit all forms related to registration.
Rolling Admissions Schedule
Tuition at Morningside PlayCare Immersion
Our school is open 12 months of the year. Children enroll for 12 months, which may begin in September, January, or on a rolling admissions basis, where space allows. Our tuition ranges from $14,400 to $48,2,00 for a 12 month school year depending on the child’s age, the length of the child’s day and the parents’ eligibility on our sliding scale tuition formula.
Sliding Scale Tuition
Morningside PlayCare’s Income Diversity Sliding-Scale Program is a special initiative designed to enable tuition rates that create economic diversity. All parents are asked to “stretch” to make it possible for their child’s environment to be enriched by diversity. Working parents should NOT be discouraged by our tuition rates. Our financial aid is primarily derived from making tuition from higher income families, available to moderate and lower income families. While our tuition rates are easily affordable for some, they are out of reach for most NYC families. It is our intention that everyone (including MPC’s most committed staff) stretch themselves to achieve this ambitious goal. Families who wish to apply for aid should fill out the form below and return it within five days of submitting their application for enrollment. Family’s who don’t need the aid, should know they are making an appreciated contribution. Expectant families, or families with young infants who will seek financial aid,
should join our waitlist at this time.
Two
Reasons
Diversity
is so Important
1) Everyone’s educational experience is enhanced in a multi-cultural setting where multiple perspectives are considered, and similarities and differences valued.
(2) Our nation is stronger when all of our children are preparing to participate as globally competent citizens in a future ripe with possibilities and challenges.
Contribute to our Income Diversity Fund
Even if you don’t have a child enrolled here you can make our world a better place.
A contribution to the Income Diversity Fund makes it possible for a child to participate whose family is at the lower ends of the income spectrum. For this child, the opportunity to become fluent in Mandarin would not otherwise exist. A low-income child has the most to gain from learning a second language in early childhood, because it might be the single largest advantage they ever acquire in their academic career—an invaluable asset to bring to the global job market. By donating today, you help change the trajectory of a young life. Yes, I would like to make the difference in a young child’s life. Please contact me to discuss how I can contribute.
Morningside PlayCare does not discriminate with regard to race, gender, ethnicity, national origin, or religious affiliation.
Member
who is he and how to raise him
Alla Barkan — Master of Philosophy at the University of Vienna, Doctor of Medicine, Professor, President of the International Union of Russian-speaking and Bilingual Parents “MIR” (Vienna). Author of more than 150 scientific articles and 35 published books for children and parents. Among them, the most popular are “Ultra-modern child”, “Bad habits of good children”, “The world through the eyes of a baby”, “Grow and develop, our baby”, “Modern preschooler”, “Child is good in kindergarten. How to achieve this” and many other works. Alla Barkan also dealt with bilingual (bilingual children), writing the book “What you need to know about family emigration with a return ticket. Russian-speaking – bilingual child.”
– Who are bilingual children?
– One of the most famous definitions of bilingualism was given by the American linguist Uriel Weinreich “Bilingualism is the possession of two languages and their alternate use depending on the conditions of verbal communication.” Bilingual children are children who are able to communicate in two languages as needed. Scientists distinguish between natural and artificial bilingualism.
If the father of a child is a native speaker of one language, and the mother of another, which is more and more common in mixed marriages, and especially in situations of “marriage abroad”, and the child hears speech in two languages literally from birth, then the parents create conditions for him to have natural bilingualism.
The soup smells like corn! No, no, not on the callus that you have on your foot, but from which soup is cooked!
Jacqueline (5 years old) confused the word “corn” and “beans”
When mom and dad are native speakers of the same language, but want their child to be bilingual, and at the same time they do everything to fulfill their desire, then we are talking about artificial bilingualism. With artificial bilingualism, the most important thing is to create optimal conditions for your baby to be bilingual.
– How and why did you start studying bilingual children scientifically?
– In my PhD thesis in pediatrics, there was a large chapter on the neuropsychic development of a young child. Research was carried out in Kazakhstan, where there were a lot of children whose families spoke not only Russian, but also Kazakh, Korean, Chechen, German … At that time, much fewer researchers were involved in the peculiarities of mastering the Russian language in such families in the USSR than today. In any case, there was almost no scientific research available to me on this topic. The era of the Internet has not yet begun. And since I was graduating from the philological faculty of the university at the same time as I was working on my Ph.D. thesis, I wanted to conduct such a study myself. The results amazed me. Bilingual children attending a nursery in Russian and speaking at home with their parents in the native language of mothers and fathers, despite a smaller active vocabulary of Russian words, had much better short-term and long-term memory compared to children who spoke only one language. At the same time, as the child grew older, the child’s active vocabulary was replenished and the children spoke two languages perfectly. So my first scientific paper was on bilingual children.
Alla Barkan
– Your book is about the problems of bilingual children growing up abroad. But even in Russia there are bilingual children – for example, in Tatarstan, Bashkortostan. What makes one different from the other?
– Nothing. A bilingual child is everywhere a bilingual child, as far as natural bilingualism is concerned. And natural bilingualism is the knowledge of the languages \u200b\u200bof mom and dad in mixed families, and how not to know them when you love your parents.
Tim (2.5 years old) dresses outside. Mom suggests: Tim, let’s put on a jacket? Tim with bewilderment: Gurke? Mom, how can you put on a cucumber?
Gurke in German cucumber
– How do these children differ from peers with one mother tongue?
– According to scientists at the University of Washington, differences between such children appear already in infancy, up to 11 months of age. It turned out that bilingualism accelerates the speech and mental development of a child who finds it easy to learn new languages. The difference in the structure of the brain in monolingual and bilingual people appears only in cases of mastering a new language not at an early age (up to 3 years), but later. According to scientists from Trieste, bilingual people use Broca’s center in the left side of the frontal lobes of the brain to solve, for example, such a task as sorting objects by color or shape, while monolingual people use the right side of the brain when performing a similar task. With natural bilingualism, a baby literally from the moment of birth (if not before) needs to be able to distinguish between the languages of mom and dad, which affects the work of his brain, contributing to better assimilation of new information.
– Are there any changes in the central nervous system when a person learns a foreign language?
– According to Jean-Marie Annoni, one of the leading neuropsychologists in Switzerland dealing with this problem, there are no pathological changes (deviations from the norm – approx. Idel.Realii) in the brain of bilinguals and polyglots.
Each language seems to be recorded in it, and with the help of special “switches” a person at the right time easily switches from one language to another, as well as from one type of activity to a completely different activity, thanks to the mechanisms of mental control.
If a child started learning a second language before the age of 5 (early bilingualism), both languages are mixed. When we learn a foreign language at a later age, then it is recorded in the same structures, but in a slightly larger space, in other words, learning this language requires a little more gray matter of the brain.
If the family is Russian and the language of the environment is Russian-Tatar, can the children also be bilingual?
When we talk about bilingual children abroad, we mean the following situation: the language of communication of the environment is, say, German, and the mother is a native speaker of Russian. It is clear that the child has all the prerequisites to speak Russian and German as native. In Russia, in the national republics, the situation is different. It is clear about the Tatar families. But if the family is Russian and the language of the environment is Russian-Tatar, can children also be bilingual?
A child from a Russian family in a Russian-Tatar environment can also speak two languages, and he should, if he lives in such an environment. But here we are talking about artificial bilingualism. When I was in Syktyvkar, many people asked me why a child from a Russian family should learn the Komi language from the 1st grade, would it be better to replace it with English. I answered, “if you lived not in Syktyvkar, but in London, it would be better to learn English, but in the Komi Republic you need to know the Komi language.” The need for English will come later.
– Can the first language interfere with the acquisition of the second language? If yes, how does it manifest itself?
– Maybe when it comes to interference. Interference usually means “mutual adaptation” of several languages, when the language of the speaker differs from the language of the listener, and willy-nilly, one influences the other.
Most accurately, interference is “the instances of deviation from the norms of a given language appearing in the speech of bilingual speakers as a result of their familiarity with two or more languages”.
What does it take to become bilingual? – Want it and be proud of it
Because of the interference in learning a foreign language, we make mistakes, the causes of which are our native language. We seem to be trying to transfer to the new language the norms of our first, mother language, which are different from the norms of the other language we are learning. We use the experience of the past, which does not help, and to some extent even hinders us.
Interference can occur at different levels of language – from phonetic (in the system of vowels and consonants) to lexical.
Most often, grammatical interference attracts attention when a person, and especially a child, simultaneously uses the words of his native language, say, Russian, and a foreign language, for example, German, in an attempt to transfer the norms of the grammatical structure of the Russian language to a foreign one (in this case, German). Very often children confuse plural, gender of nouns and case endings. When teaching the Russian language to a child who already knows, for example, German, you constantly encounter this phenomenon.
Joel doesn’t want to go to dinner. – I want to eat zero
Bilingual children often combine morphemes (a morpheme is the smallest meaningful part of a word – approx. Idel.Realii) of words from two languages, forming their own new word, for example, “baby”. Many of them find it difficult to master the formation of the future tense in Russian. However, with the serious study of languages, many of these phenomena are on the wane. But this is a natural process and there is no need to be afraid of it.
– What are the advantages of bilingualism?
– In recent years, more and more research has emerged showing the benefits of bilingualism. It turned out that bilingual children not only do not lag behind their peers, but most often are ahead of them in many indicators of neuropsychic development. Scientists have found that the memory of bilingual children is better developed. Such a child thinks more logically and is often smarter than his monolingual peer. Bilingual children almost always focus on linguistic phenomena, they are easily given mathematical skills, abstract and humanities. They usually do well in school.
– Are there any downsides to being bilingual?
If the child is healthy, if the atmosphere in the family is warm, if the methods of learning languages are used correctly, I do not see any significant disadvantages. When opponents of bilingualism cite such arguments as late development of speech, incorrect construction of phrases, interference, etc., then most often this is not due to bilingualism, but to incorrect methods, insufficient attention to learning languages, and most importantly, to the individual characteristics of the child himself. I remember counseling a five-year-old boy with speech problems in Russian, with a mental retardation, whom his parents, despite this, sent to an Anglo-German kindergarten. The reason for the consultation was that the child could not learn foreign languages. The fact that for this he did not have the foundation of the Russian language did not bother his parents. The main thing was to learn English.
– There are many myths about bilingualism. There are many myths, but almost all of them are negative and do not have solid ground. Today, more than half of the people in the world speak more than one language. This fact alone refutes all the negativism of these myths. As for bilingualism, it is also a thing of the past. Multilingualism is on the agenda!
– Do bilinguals learn a third language more easily?
– Yes, bilinguals who aspire to know more than two languages have an excellent foundation for this, even if they have not natural, but artificial bilingualism. The first foreign language usually takes the longest to master, the second, third, fourth … the language is learned more easily. If a person is a fan of learning languages, it is easy for him to become a polyglot. The languages of the same group are most easily acquired. Experts advise studying Spanish and Italian after French, etc. For example, Leo Tolstoy knew 15 languages, Alexander Griboyedov knew 9, and there are legends about Cardinal Giuseppe Mezzofanti that he knew about 90 languages.
As for trilingualism, which is not related to the peculiarities of the state languages of a particular country (for example, in Switzerland people speak 4 languages), the Republic of Kazakhstan can become an example of trilingualism today, where children are taught in schools in addition to Kazakh, Russian and English.
– What does it take to be truly bilingual?
– Use the knowledge of two languages in life, communicate and make friends with native speakers of each language, read and write in each language, maintain the motivation to improve knowledge of both the first and second languages. And most importantly – want it and be proud of it.
Excerpts from the book “What you need to know about family emigration with a return ticket. Russian-speaking – bilingual child” published on the website of Alla Barkan. The material uses fragments from Alla Barkan’s book “I love you, my rascal”, dedicated to the speech of bilingual children.
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