Imagination preschool houston: Imagine – Early Education and Childcare
About – Imagine
Imagine is committed to providing early education and childcare that exceeds standards within our local community. Our center provides inspiring learning environments for children, promoting creativity, individuality, and self-confidence.
Philosophy Statement
At Imagine Early Education & Childcare, we are passionate about giving children the best possible start in life. We believe that children learn best in a quality environment that is happy, nurturing, engaging and safe. Our philosophy has been derived from early childhood education principles which promote quality programs. All educators are encouraged to actively promote and incorporate our center philosophy into the educational programs, curriculum decisions, educator practices and classroom environment.
Our philosophy is broken down into guiding principles that we feel strongly about:
- Holistic approach
We understand that the first five years of a child’s life they have much to learn. We believe in a combination of teacher led and play based education. With that being said, our curriculum focuses on building relationships between home and school to foster each child’s cognitive, physical, emotional, and social development.
- Intentional teaching & kindergarten readiness
Our educators plan and implement purposefully learning activities based on early learning standards. Mastery of these standards ensures your child will be prepared for their kindergarten experience. We believe that children need a balanced education. Therefore, our curriculum focuses on core academic subjects: math, science, language and literacy.
- Play
Child initiated and educator supported play is an essential component of our program. Play enriches learning and develops key skills such as integrity, self-expression, experimentation, and teamwork. Our Educators create an engaging environment where children spontaneously immerse themselves in meaningful play.
- Relationships
Building positive relationships with others is the foundation of a child’s social/emotional development. We believe that children grow and thrive in an environment where they are loved and nurtured. Integrating play into a child’s day provides them an opportunity to practice and master important social skills.
- Equity & Diversity
Our classrooms cultivate an unbiased atmosphere where children are encouraged to celebrate and respect each other. We understand that each child is unique and must be celebrated as such to develop a positive self-image.
- Responsiveness to children
We believe that children experience the greatest growth when they feel secure and wanted. Therefore, Imagine Early Education and Childcare provides a warm, caring, comfortable and safe environment for our children. Together with our educators, we establish routines that are predictable and consistent to create a predictable and supportive environment.
All children will be treated with gentleness, honesty and respect.
- Learning environments
Children learn and construct knowledge through their environment. Therefore, we have designed extra-curricular classes to extend each child’s learning. Extra-curricular environments ensure that children are extending and applying skills and concepts learned in their homeroom. This learning environment supports STEAM learning principles in which children are challenged to think critically, solve problems, and apply skills and concepts in real world situations.
Programs – Imagine
PROGRAMS
Imagine Early Education is proud to offer a wide variety of programs for children ages 6 weeks to 13 years.
Please click on your program of interest for detailed information on how Imagine Early Education & Childcare will benefit your children:
Nursery Infant Program
Toddler Programs
Preschool & Pre-Kindergarten Programs
Advanced Pre-Kindergarten
School-Age Programs
At Imagine Early Education & Childcare, we encourage children to dream big!
We offer the highest quality education and care for children ages six weeks to 12 years old.
We are committed to an environment that fosters healthy cognitive, physical, and social-emotional development.
Our unique and interactive learning centers provide children with a safe and secure environment to create, explore and grow! Extra-curricular classes in art, fitness, cooking, STEM, foreign language, and music/theater are included in the weekly tuition to provide children a balanced and holistic learning environment.
PROGRAM FUNDAMENTALS
Balanced Curriculum
The Imagine Child Curriculum framework is based on learning domains important for children’s academic and social development. This framework provides teachers a roadmap to plan and implement lessons and activities to meet their specific state early learning standards. A balance between academic and play-based activities provides children the optimal learning environment.
Although it is our goal that every child demonstrates kindergarten readiness skills after leaving our programs, we understand it is equally important for children to be equipped with the social/emotional skills to successfully navigate their world.
Therefore, the Imagine Child Curriculum focuses on five areas of individual growth:
- Sense of Identity
- Connected and Contribute to their World
- Sense of Wellbeing
- Confident and Involved Learning
- Effective Communication
Integrated Academic Curriculum
Our educators are provided with curriculum guides, materials, and supplies to ensure children receive integrated math, science, language, and literacy instruction. The thematic structure of the curriculum immerses children into a world of exploration and discovery. Research has proven that providing children an integrated learning environment where literacy, math, and science are intentionally taught improves school success.
We believe children learn best by doing. Therefore, we have integrated STEAM philosophies in the instructional design of the curriculum. Children are challenged to be creative, collaborate, think critically, and solve problems in a variety of way through guided lessons by our educators in the areas of Science, Technology, Engineering, Arts, and Mathematics.
Child-Centered Learning
At the heart of the Imagine curriculum is our educators and the children they serve. Our educators understand that each child is unique and possess their own special talents. Developing an excitement and love of learning, ensuring children feel safe and accepted, and helping children develop a positive self-image is equally as important to the academic content taught by our educators.
Parent Communication
Our educators provide daily communication through the Kindertales parent app to celebrate each child’s accomplishments and individuality, as well as inform parents of the day-to-day happenings with their child. Parents are welcome to schedule a conference to discuss their child’s development at any time. We encourage parents to participate in family events at the center as well as take an active role in their child’s educational experience at Imagine Early Education & Childcare.
Extra-Curricular Activities
Imagine Early Education & Childcare provides a unique learning environment for our children.
Weekly extra-curricular classes provide children an opportunity to extend their homeroom learning. Although programs differ based on age and developmental level, children are given an opportunity to explore and learn outside of their regular homeroom.
CONTACT US
Hours
Monday-Friday: Vary by location
Sa: CLOSED
Su: CLOSED
*amenities vary by location
Child care Bright Horizons Family Solutions Logo Early childhood education, child, child, text, people png
Child Care Bright Horizons Family Solutions Logo Early childhood education, child, child, text, people png
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⇐ PreviousPage 3 of 9Next ⇒ From a psychological and pedagogical point of view, preschool age is one of the key in a child’s life and largely determines his future psychological development. Features of the development of the cognitive sphere in preschool children. At preschool age, children’s attention progresses simultaneously along many different characteristics. The development of memory in preschool age is also characterized by a gradual transition from involuntary and direct to voluntary and mediated memorization and recall. At preschool age, memorization and reproduction in natural conditions of memory development in children, i.e. At preschool age, under the same conditions, there is a gradual transition from involuntary to voluntary memorization and reproduction of material. Most normally developing children of preschool age have well developed direct and mechanical memory. At preschool age, when arbitrariness appears in memorization, the imagination from a reproductive, mechanically reproducing reality turns into a creatively transforming one. The verbal-logical thinking of a child, which begins to develop at the end of preschool age, already implies the ability to operate with words and understand the logic of reasoning. N.N. Poddyakov specifically studied how the formation of an internal action plan characteristic of logical thinking proceeds in preschool children, and identified six stages in the development of this process from younger to older preschool age [35. S. 96]. Peculiarities of stage-by-stage development of different kinds of activity of older preschool children. At the older preschool age, one can meet almost all types of games that are found in children before entering school. Certain stages in the consistent improvement of games, labor and learning of children at this age can be traced by conditionally dividing preschool childhood into three periods for analytical purposes: younger preschool age (3-4 years), middle preschool age (4-5 years) and senior preschool age (5 – 6 years). At middle and senior preschool age, role-playing games develop, but at this time they already differ in a much greater variety of topics, roles, game actions, rules introduced and implemented in the game than at younger preschool age. At senior preschool age, the design game begins to turn into labor activity, during which the child designs, creates, builds something useful, necessary in everyday life. Based on this psychological portrait of a preschooler from birth to the end of senior preschool age, he has certain features that are the main characteristics of this age stage and form the conditions for the transition to the next stage of the child’s development. The cognitive sphere of a child of senior preschool age is characterized by a transition to the arbitrariness of all processes, from perception to thinking. Children’s intellect already at the senior preschool age functions on the basis of the principle of consistency. By the end of the senior preschool age, the main stage of the child’s awareness of his gender identity had passed. In conclusion, considering the psychological portrait of a preschooler, it should be noted that the drawing up of a schematic portrait is determined by the individual conditioning of the development of each child. A number of psychological characteristics of older preschoolers can be cited, but all of them will describe a specific individual and characterize certain personal qualities of the child. However, this characteristic of the trends in the general development of the preschooler, up to the senior preschool age, made it possible to determine the level of development of each of the cognitive processes that the senior preschooler reaches in his development. The gradual development of the cognitive and behavioral spheres of a preschooler made it possible to trace the transition from one type to another and the level at which the older preschooler is in his development. Taking into account characterological traits and typical psychological portraits of the personality of an older preschooler makes it possible to determine the zone of proximal development of the child and his readiness to study at school. The development of discipline, organization and other qualities that help a preschooler to control his behavior, to a large extent depends on the degree of his susceptibility to the requirements of an adult as a bearer of social norms of behavior. Among the factors that determine the development of this kind of susceptibility, an important place is occupied by the nature of the relationship between the child and the adult, mastering the content of the requirements of adults through “verbal instructions, sign means.” Thus, for pedagogical and psychological practice, this knowledge is fundamental for building work with a child of senior preschool age.
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This made it possible to determine the structure of compiling a psychological portrait of a preschooler: identifying the features of the cognitive sphere, identifying the features of the development of the personality of a preschooler, determining the features of activity and communication in preschool age. 
With the help of mechanical repetitions of information, children at preschool age can remember it well. 
