North phoenix preschools: NPHX CHURCH | PRESCHOOL
North Phoenix Baptist Church Preschool | Preschool
The Preschool at North Phoenix Weekday provides Bible-based instruction similar in content and style to our weekend Bible Study curriculum, philosophy and methodology. We are honored to be regarded in the community as one of the valley’s most premier programs. The Preschool at North Phoenix is state-licensed and is available at competitive rates for parents of Preschoolers that are interested in providing Christian instruction for their Preschoolers.
Parents can choose to enroll their child/children into one of three programs:
1. Childcare : For full or part-time care and instruction Monday through Friday
2. Preschool : For part-time Bible-based instruction and socialization for children ages three through Pre-Kindergarten
3. Kindergarten : Full day instruction using the highly regarded Saxon math and Open Court reading curriculum for academics.
- Child Ages:
- 3 years – 6 years
- Licenses & Accreditations:
- Arizona Department of Health Services Division of Licensing Services
- Preschool:
- Yes
Luke 2:52 reminds us of how Preschoolers grow. Jesus grew in wisdom and stature, and in favor with God and men.
Preschoolers today grow as Jesus did. They grow in wisdom (mentally), in stature (physically), in favor with God (spiritually), and man (socially and emotionally).
We minister to the whole child through Bible-learning activities that are designed to meet the spiritual needs of a Preschooler and help assure his physical, mental, emotional and social growth as well. God will use each learning experience later in life to help them come to truly know Him and His Son.
From an academic perspective on the philosophies and methodologies of early childhood education and human development, we believe that Developmentally Appropriate Practice (DAP) is the theory that most closely describes Gods design. The basic tenants of DAP are as follows:
1. The domains of development are: physical, social, emotional and cognitive. They are closely related and dependent on each other. Thus, we teach to the whole child and include all of the domains to which we add one other spiritual.
2. Development occurs in a relatively predictable and orderly sequence in the first nine years of life.
3. Development proceeds at varying rates from child to child as well as unevenly within different areas of each childs functioning.
4. Early experiences have both cumulative and delayed effects on individual childrens development: optimal periods exist for certain types of development and learning.
5. Development proceeds in predictable directions toward greater complexity, organization and internalization.
6. Development and learning occur in and are influenced by multiple social and cultural contexts.
7. Children are active learners, drawing on direct physical and social experience as well as culturally transmitted knowledge to construct their own understandings of the world around them.
Human beings are products of both heredity (biological maturation) and the environment and these forces are interrelated.
8. Play is an important vehicle for childrens social, emotional and cognitive development, as well as a reflection of their development. Play gives children opportunities to understand the world, interact with others in social ways, express and control emotions and develop their symbolic capabilities. Childrens play also gives adults insights into childrens development and opportunities to support the development of new strategies.
9. Development advances when children have opportunities to practice newly acquired skills as well as when they experience a challenge just beyond the level of their present mastery.
10. Children demonstrate different modes of knowing and learning and different ways of representing what they know. Humans possess at least seven intelligences: Verbal/Linguistic, Logical/Mathematical, Visual/Spatial, Bodily/Kinesthetic, Musical/Rhythmic, Naturalist/Scientific, Interpersonal and Intrapersonal.
Children develop and learn best in the context of a community where they are safe and valued, their physical needs are met and they feel psychologically secure.
Adams Traditional Beginnings | Quality Academic Preschool in N.
Phoenix
Children
Thrive
Here
EVERY CHILD IS SPECIAL AT ATB
Welcome to Adams Traditional Beginnings Preschool
We prepare preschool children to thrive in school.
Adams Traditional Beginnings offers a unique, two year program that prepares your child academically, socially, and emotionally for academic kindergarten.
Download our complimentary information kit to find out why Adams Traditional Beginnings is the right place to give your child the head start they need to thrive academically.
IT’S TIME FOR YOUR CHILD TO LEARN!
DOWNLOAD THE COMPLIMENTARY INFORMATION KIT
ADAMS TRADITIONAL BEGINNINGS
HIGH QUALITY PRESCHOOL
CREATES LIFETIME BENEFITS
Adams Traditional Beginnings
Educational Benefits
Why Quality Matters
SOCIAL-
EMOTIONAL
Research illustrates that students attending a high quality preschool experience higher levels of attentiveness, engagement, and self-control. Our nurturing environment gives children the confidence to explore learning and express creativity while learning to interact positively with other children.
MATH
Children that attend a high quality preschool that introduces mathematics and cognitive development have better academic outcomes, with long lasting benefits including less grade retention and higher college attendance rates.
LITERACY
Research confirms that children who attend a high quality preschool have improved literacy skills. This literacy benefit translates into higher academic performance in reading during grade school. We use Spalding curriculum, a research proven approach to teaching pre-reading and writing skills.
READ MORE ABOUT OUR
HIGH QUALITY PROGRAMS
Children Thrive Here!
Curiosity & Creativity.
Social & Emotional
Growth.
Adams Traditional Beginnings (ATB) is proud of the long lasting benefits that children receive while attending our preschool. A high quality preschool like ATB creates the foundations of learning, including the introduction to structure and good citizenship found in lessons like self-control and sharing. It sparks curiosity and a love for learning which is key to academic progress.
Are you ready for your child to thrive? Schedule a tour to learn more – we’d love to have you visit our north Phoenix preschool!
SCHEDULE A TOUR
What Our
Families Say
Thank you so much for all you do to teach our little ones! Kennedy absolutely loves
coming to your class everyday! She is learning so much. It is so exciting to watch her
little brain as she is growing and learning! Thank you for being so cheerful and warm to
our kiddos, for all your fun songs, activities, and daily preparation. It takes a special
someone to be a preschool teacher and you definitely knock it out of the park! Thank
you again!!!!!
Jen
Mother
“We chose ATB because it offered my child the chance to gain the skills needed to
prepare her for kindergarten while still giving her plenty of time to play, make friends,
and learn all about the world we live in. “
Teresa
Mother
We were very nervous about starting out daughter at a new school as she can be very shy. However, our fears were soon put to rest. She has learned so much this year both academically and socially at Adam’s Traditional Beginnings compared to her previous school. Her teachers have all been very kind, patient, and caring. Our daughter has come out of her shell and is excited to come to school each day!
Amanda
Mother
READY TO FIND OUT MORE?
SCHEDULE A TOUR
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Questions?
We Are Here to Help.
Office:
602-938-5517 x 327
E-mail: [email protected]
Address: 2323 W. Parkside Lane
Phoenix, AZ 85027
Hours: Monday – Friday 7:30am – 4:00pm
Connect with the
Adams Traditional Beginnings Family
Don’t Miss What’s Happening at Adams Traditional Beginnings
Thousands of Parents Use the Search Term Preschool Near Me
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Preschool near me makes sense for the words you put into a search browser. Busy parents want a preschool close to home or close to
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At Adams Traditional Beginnings (ATB), parents play such a key role in the learning progress of their students. Parents tell us that a great preschool
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August 11, 2020
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So many families in north Phoenix need an affordable preschool. Whether you are enrolling your child in preschool because you work during the day, because
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August 3, 2020
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You already understand the benefits of a high-quality preschool if you are looking online for the best preschool program for your child. However, finding the
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Early Childhood Preschool in North Phoenix Prepares Children to Excel
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INTEGRATIVE TECHNOLOGY OF ARTISTIC TRAINING OF BACHELOR OF PEDAGOGY AS A CONDITION FOR THE IMPLEMENTATION OF A COMPETENCE-BASED APPROACH IN EDUCATION
One of the main directions of modernization of education at the present stage
is a radical renewal of the content of teacher training.
An important approach to the development of the content of education is the competence-based
approach, which ensures the formation of a system of knowledge, skills, and
personality traits necessary for the implementation of socially valuable activities.
In connection with the transition of domestic education to a two-level system
of training, the training of bachelors of pedagogy in a pedagogical university is carried out
for 4 years and as a result should provide future educators with the formation of
professional competencies necessary for the full-fledged education, training and
development of preschoolers.
Art plays an important role in the harmonious development of the personality of a preschool child
. The future educator needs to deeply master the artistic and
aesthetic knowledge and be competent in the artistic education of 90,003 preschool children. Competence in the field of artistic education of
preschoolers is provided by artistic training, the content of which is mainly implemented within the disciplines: “Theories and technologies of musical education of children
of preschool age” and “Theories and technologies of development of children’s fine arts
“.
Reducing the training period for future teachers of preschool institutions, a,
therefore, the time allotted for the development of these disciplines should not
entail a decrease in the quality of their artistic training. Under these conditions, the role of pedagogical technologies is increasing. In order to optimize the process of
artistic training of bachelors of pedagogy, we have developed an integrative technology
. By pedagogical technology, we mean, firstly, a meaningful
technique for implementing the educational process, and secondly, an algorithm that provides
0003 achievement of the intended result. The concept of integration involves the unification of 90,003 separate disparate elements into a single whole. The integration of the content of education
implies the synthesis of scientific knowledge based on a system of patterns of natural
connections.
The technology for integrating the disciplines of artistic training is based on
a holistic knowledge of the nature of art and its general patterns, as well as general approaches to the content of
artistic education of preschoolers by means of music and
fine art. The methodological basis of our technology is
theoretical provisions of Yu.B. Boreva, V.V. Vanslova, M.S. Kagan and others about the specific nature of art, the specificity and relationship of its various types [2, 3, 5], the ideas of B.G.
Anan’eva, L.S. Vygotsky, B.M. Teplova, E.V. Nazaikinsky and others about the generality of
psychological mechanisms of artistic perception and creativity [1, 4, 5, 7, 9].
As a result of the analysis of the content of the disciplines “Theory and technology of musical
upbringing of preschool children” and “Theories and technologies for the development of
children’s fine arts” we concluded that it is possible to build their
structure on the basis of general logic and through the implementation of interdisciplinary connections
by highlighting common content aspects.
The structure of the technology includes two sections: 1. “Art History Foundations
Artistic Training” and 2. “Psychological and Pedagogical Foundations of Artistic Training
“. In each section, the content is built in three directions, the first two are
of which reflect the specifics of the studied disciplines, and the third direction – their
commonality and interconnection. In the first section, these areas have the following names:
“Music”, “Fine Arts”, “The Relationship between Musical and
Fine Arts”. In the second section, devoted to the study of the psychological and pedagogical foundations of
artistic education, the names of the
directions are changed accordingly: “Musical education”, “Pictorial
activity”, “Relationship between musical education and
visual activity”.
Two blocks are allocated in each content direction: knowledge and skills.
The sequence of stages for the implementation of the developed content is reflected in
content lines. The structure of the developed integrative technology
for artistic training can be represented as a model (Scheme 1).
Scheme 1
Model of integrative technology of artistic training of bachelors of pedagogy
Having displayed the structure of technology in the form of a model, let’s proceed to the description of the content
knowledge and skills for each section. The content is presented in three directions in
art history foundations of artistic training
Fine music
art
The relationship of music
and the visual
arts
Knowledge
Knowledge
skills
Knowledge
Psychological and pedagogical foundations of artistic training
Musical
Educational
Figure
activity
Relationship
musical
education and
visual
activities
Knowledge
Skills Skills
Knowledge
Skills
Knowledge
in the form of through content lines.
Section 1. Artistic foundations of artistic training Block
of art history knowledge
1. Features of musical art. Features of the fine arts.
Fine beginning in musical works and features of musicality in
works of fine art.
2. The specificity of the means of musical expression. Specificity of funds
expressiveness of the fine arts. The roll call of means of expression and
terminology of musical and visual arts.
3. Genres of musical art. Fine art genres.
Interrelation of musical and visual arts in synthetic genres
arts: opera and ballet.
4. Creativity of composers. Creativity of artists. Style and figurative
parallels in the work of composers and artists.
5. Content of musical works. Content of works
fine art. The commonality of the emotional-figurative content of
works of musical and visual arts.
Block of art history skills
1. Determine the content of musical works. Determine the content of 90,003 works of fine art. To find elements of figurativeness in
pieces of music and features of musicality in works of fine art
.
2. Analyze expressive means in musical works.
Analyze expressive means in works of fine art.
Comparing expressive means in works of musical and visual arts that are close in emotional and imaginative content
.
3. Distinguish genres of musical art. Distinguish genres of fine arts
. Comparing artistic and figurative elements of musical and fine arts in works of synthetic genres of art: opera and ballet.
4. Highlight the features of style in the work of composers. Highlight Style Traits in
works of artists. To establish stylistic and figurative parallels in the work of
composers and artists.
5. Recognize individual pieces of music. Recognize works of
fine arts. Comparison of works of musical and visual arts that are close in emotional-figurative content
.
Section 2. Psychological and pedagogical foundations of artistic training Block
of psychological and pedagogical knowledge
1. Features of the perception of musical works by preschool children
age. Features of the perception of works of fine art by children
of preschool age. Peculiarities of perception of works of musical and fine arts
in interconnection.
2. Technologies for the development of musical perception in preschool children.
Technologies for the development of the perception of fine arts. Integrative technologies
development of artistic perception of preschool children.
Block of psychological and pedagogical skills
1. Reveal the peculiarities of musical perception in preschoolers. Reveal
features of the perception of fine arts in preschoolers. Reveal
features of the perception of the synthesis of music and fine arts.
2. Apply technologies for the development of musical perception in preschoolers.
Apply technologies for developing the perception of works of fine art in
preschool children. Apply integrative technologies for the development of artistic
perception of preschool children.
When implementing this technology, it is important to comply with the established
a sequence of sections, since it is first necessary to form art history knowledge among
students, and then teach how to use this knowledge to
organize work to familiarize children with works of art. In each
section, blocks of knowledge and skills are meaningfully correlated, since skills
are formed on the basis of knowledge. In each block, a content line implementation sequence
is defined that must be observed. Work in the first
two directions is carried out in parallel in the process of teaching the corresponding
disciplines of artistic training. The third direction is included in the content
of both disciplines and is an additional integrative component
of the content of education.
The main type of artistic activity when working on this technology is
perception of works of art. In the first section, the development of
artistic perception of students takes place. In the second, future educators
get acquainted with the technologies for the development of artistic perception in children. For
Adequate methods are selected for the implementation of the developed content, the main place
among which is occupied by the method of polyartistic comparisons, which involves
the selection of works of musical and visual arts that are close in mood.
The use of integration in the content of artistic training of bachelors of pedagogy
contributes to the development of deep art history knowledge, understanding
the essence of the artistic and figurative nature of art, the development of artistic
0003 aesthetic outlook. As a result of the use of this technology, students
improve their artistic perception, develop associative thinking as a
necessary component of a full-fledged perception, develop aesthetic feelings,
interests, needs, artistic and aesthetic taste, the ability to apply the acquired
knowledge in practical activities, which implies a competency-based approach .
REFERENCES
1. Ananiev B.G. Psychology of sensory knowledge. – M.: Nauka, 2001. 279With.
2. Borev Yu.B. Aesthetics. – Rostov n / D .: Phoenix, 2004. 704 p.
3. Vanslov V.V. Visual Arts and Music: Essays. L .: Artist of the RSFSR, 1983. 400 s.
4. Vygotsky L.S. Psychology of art. – Rostov n / D . : Phoenix, 1998. 480 p.
5. Kagan M.S. Morphology of art. – M.: Art, 1972. 440 p.
6. Komarova T.S., Antonova A.V., Zatsepina M.B. The beauty. Joy. Creativity: Aesthetic education program
for children aged 2-7. – M.: Pedagogical Society of Russia, 2000. 128 p.
7. Nazaikinsky E.V. On the psychology of musical perception. – M.: Muzyka, 1972. 383 p.
8. Radynova O.P. Musical masterpieces. Author’s program and methodical recommendations. Moscow: GNOM i
D, 2000. 80 p.
9. Child in the world of culture / Ed. R.M. Chumicheva. – Stavropol: Stavropolservisshkola, 1998. 558 p.
10. Teplov B.M. Psychology of musical abilities. – M.: Nauka, 2003. 384 p.
Druzhinin Vladimir Petrovich |
director, State budgetary educational institution of the city of Moscow “School No. 709″ |
59 | 2 |
elected |
Votes cast |
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Katkova Svetlana Nikolaevna |
Chairman of the Board, Association of Homeowners “Chelobityevo-1” |
52 | one |
elected |
Votes cast |
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Maksimova Elena Sergeevna |
director, State budgetary educational institution of the city of Moscow “School No. 2044” |
59 | one |
elected |
Votes cast |
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Shah Natalia Alexandrovna |
Head of the municipal district, Severny municipal district in the city of Moscow |
49 | 2 |
elected |
Votes cast |
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Lenshina Svetlana Ivanovna |
doctor, State Budgetary Institution of Healthcare of the City of Moscow “Diagnostic Center No. 5 with a polyclinic department of the Department of Health of the City of Moscow” |
55 | one |
elected |
Votes cast |
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Starostin Anatoly Vasilievich |
Director, State Budgetary Institution of the City of Moscow “Moscow Academy of Modern Pentathlon” |
62 | one |
elected |
Votes cast |
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Chernoglazov Vsevolod Viktorovich |
Head, State Budgetary Institution of Culture of the City of Moscow “Association of Cultural Centers of the North-Eastern Administrative District”, “Severny Cultural Center” |
53 | one |
elected |
Votes cast |
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Stepanov Georgy Andreevich |
head of the branch, pediatrician, State Budgetary Institution of Healthcare of the City of Moscow “Children’s City Polyclinic No. 125 of the Department of Health of the City of Moscow” |
40 | 2 |
elected |
Votes cast |
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Seledtsova Larisa Nikolaevna |
housewife |
46 | 2 |
elected |
Votes cast |
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Isaev-Rustaev Ivan Petrovich |
administrator, State budgetary institution of the city of Moscow “Sports and leisure center” Kentavr “ |
22 | 2 |
elected |
Votes cast |
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Golubev Nikita Alekseevich |
Head, Federal State Budgetary Institution “Central Research Institute for Organization and Informatization of Health Care” |
38 | one |
registered |
Votes cast |
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Dolgikh Alexander Sergeevich |
press secretary, JSC “Moscow-Tver suburban passenger company” |
28 | 2 |
registered |
Votes cast |
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Khokhlov Alexey Nikolaevich |
Deputy Head of Department, JSC “Central Research Institute of Mechanical Engineering” |
35 | 2 |
registered |
Votes cast |
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Naumov Maxim Anatolievich |
Head of Logistics Department, Trade and Industrial Company LLC |
52 | 2 |
registered |
Votes cast |
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Polikarpov Alexander Viktorovich |
Leading Researcher, Federal State Budgetary Institution “Central Research Institute for Organization and Informatization of Health Care” |
42 | one |
registered |
Votes cast |
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Rudenko Alexey Vladimirovich |
Deputy Head, JSC “Scientific and Production Association “Almaz” named after Academician A. A. Raspletin” |
39 | 2 |
registered |
Votes cast |
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Vorobieva Anna Evgenievna |
accountant, ANO preschool education “Lukomorye” |
32 | one |
registered |
Votes cast |
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Masalova Elena Alexandrovna |
pensioner |
56 | 2 |
registered |
Votes cast |
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Kasiyanov Vasily Mifodievich |
engineer, JSC “Vertical” |
62 | one |
registered |
Votes cast |
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Aristov Sergey Ivanovich |
pensioner |
60 | one |
registered |
Votes cast |
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Terentiev Vitaly Sergeevich |
temporarily not working, Regional Youth Public Organization for the Promotion of the Civil Formation of Youth “Phoenix” |
46 | 2 |
had a criminal record part 1 article 112 “Causing moderate bodily harm”, part 2 article 161 “Robbery”, part 1 article 213 “Hooliganism”, part 2 article 167 “Damage to property”, withdrawn on 25. <- Предыдущий пост: Fallon federal building 31 hopkins plaza: Maryland Federal Buildings | GSA Следующий пост: Schools in norristown pa: Norristown Area School District / Homepage -> |