Pre-Primary Program

The Suzuki Pre-Primary Program is designed for children who are 18 months to three years old at the start of the school year. Children at this age are leaving behind the early stages of pure discovery and exploration and are ready for periods of more formal instruction. This second growth period in a child’s life is a time of immense activity and discovery as the child investigates his world and, most importantly, learns to form his own opinions about it.

At this age, children learn best when absorbing knowledge through all five senses. We recognize each child’s need for autonomy during this unique period and allow for long periods of discussion and experimentation so that they may formulate a hypothesis, test it repeatedly and arrive at a logical conclusion. These children are passionate about voicing their opinion in matters that pertain to them and part of the developmental process at this point is learning to find the solutions together with parent and teacher. The classroom is designed so that children can freely explore their materials, choose them and then replace them in an ordered fashion. Consistency is very important as they are testing their world.

The children are now ready for deeper experiences in math and literacy, building upon concepts introduced in infancy. The Suzuki School has developed a curriculum that draws from more than three decades of experience with our students, as well as from the best practices and materials available in Early Childhood Education. We do not adhere to one specific approach or doctrine, but rather incorporate those -- whether developed internally or from other sources — that allow us to best meet the needs of the students. A phonetic approach to language is taught through key objects that reinforce the initial sounds of each alphabet letter – these are introduced in the order of the frequency heard in the English language. Math and sensorial concepts are developed with materials designed to compare, contrast and grade. Social studies and science lessons are project-based and are often chosen based on the interest and input of the children. Pre-Primary classrooms are equipped with a wide array of materials to refine motor development in a practical life setting. This refinement is necessary in the proper development of the hand and arm muscles that will later facilitate writing.

Each classroom observes a daily schedule which includes morning and afternoon learning blocks. The morning learning block incorporates the different subject areas (as described in the next paragraph), and the afternoon learning block allows the child to choose the materials on which s/he will focus.

Morning lessons follow a block schedule so that the presentation of and practice with the materials can be completed leisurely and without interruption. The children are placed in multi-ability groups and rotate every day in language, math/sensorial and practical life/art areas for the morning lesson block. This three-day rotation allows the children to work in succession with all the classroom teachers in the areas of math/sensorial, language, fine motor, art, practical life and social studies/science. The older children in the classroom are taught in “Ready-Now” groupings at the beginning of each school day where they receive focused instruction before the less ready children join them in the classroom for the morning learning block.

Native French or Spanish speakers instruct Pre-Primary children in French or Spanish twice a week using a language immersion curriculum. These programs are taught during the school year and during the summer program.

Our regular curriculum is supplemented by special visitors, including storytellers, musicians, magicians and nature specialists. Students participate in small group music instruction once a week. They also have the opportunity to participate in optional enrichment activities such as a sports movement class and music readiness.

The school attracts Pre-Primary teachers with degrees in Early Childhood Education, Montessori certification, or who bring significant experience in child-directed teaching environments. The teams of 4 to 7 teachers work closely together to provide a stimulating and welcoming environment for each child.

Usually begins in Pre-Primary. This milestone skill is taught as a child demonstrates signs of readiness. It is important that parents recognize that this is a process and each child masters this skill when she is ready, whether in a few days or in a few months. The teachers work with both student and parent to teach the proper skills.

At Suzuki, we recognize the parent as the child’s first and best teacher. To foster our partnership, we communicate with parents daily so that you are informed of your child’s progress and of his or her day. Teachers in Pre-Primary classrooms encourage early morning and late afternoon conversations with the parents; supplemental means of communication include the daily whiteboard information, classroom videos looped on a flat screen monitor in the lobby and a weekly email blast. Communication is an integral part of the Suzuki program and ties the efforts of school and home together.

Some parents choose to apply to independent schools while their child is enrolled in the Suzuki Pre-Primary Program. We help these parents evaluate what school is best for their child by offering an independent school seminar each September and through individual appointments to address questions and concerns. In addition, we help parents evaluate their child’s true personality, learning style and ability to determine the best private schools environments for their child’s unique abilities.

Our Primary program is accredited by SACS, the PanAmerican Montessori Society, and Georgia Accrediting Commission with their highest quality level, Accreditation with Quality.