Bridges School believes that with the child at the heart of the curriculum, learning should always be relevant and respectful of the universal developmental milestones as well as of each child’s individual uniqueness. It includes but is not limited to academic instruction; more so, learning must incorporate lessons that shape one’s outlook and preparedness in life. In as much as it is enjoyable, learning should also challenge and sharpen any individual’s mind. Active participation of significant adults, i.e. family, teachers, caregivers, support the success of every child’s education.
We believe that children’s development, though seen as different aspects (physical, cognitive, socio-emotional and moral) occurs in an integrated and sequential manner. Children are naturally active and inquisitive and their curiosity maintains their excitement to learn more. They are thinkers and doers who acquire ideas from the environment. Children learn best through concrete experiences that are anchored on their capabilities, interests, and previous knowledge. The use of concrete activities makes them prepared to understand abstract concepts. More than acquiring skills and concepts, children should be taught of ways to think, create, and discover. This way, learning does not end in the classroom.
We view teachers as people who scaffold and prepare learning experiences for the children. Instead of spoon-feeding the children with information, teachers facilitate activities wherein the children can discover, and at the same time develop skills and ideas relevant to them and to their developmental needs.
We see that a safe and inviting learning environment plays an important part in the learning process. A good environment promotes creativity, logical-thinking, exploration, and discovery. It provides opportunity of learning from mistakes, giving children the chance to innovate and take risks.