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哥伦比亚大学医学中心幼儿园简介

已有 2632 次阅读 2017-7-10 11:10 |系统分类:博客资讯

Medical Center Nursery SchoolMCNS)Director's welcome

I want to welcome you to The Medical Center Nursery School’sinformative and enlightening Website.  Although it is only a window intothe wonders and excitement that pervade the school, it will provide you withboth an introduction and an ongoing guide to the school’s rich andcomprehensive program for young children.

MCNS provides a nurturing and child-centered environmentwhere a diverse group of students and teachers plays, learns, and growstogether.   The beautiful facility, with light and airy classrooms,provides the perfect setting for children’s activities and an exciting bridgebetween children’s families and homes and the much larger world beyond.

MCNS will be a significant part of your child’s educationalcareer and will provide an important foundation for later learning andexperiences.   It is hoped that children will develop the ability toapproach the world with confidence and self-reliance, will internalize theskills necessary for beneficial and dynamic socialization with others, and willcultivate the ability to think and analyze and learn in productive and creativeways.

I trust that the Website will open the MCNS world to you andwill continue to be a helpful and beneficial tool to inform and update youabout the program and the school community.

Thank you for your ongoing interestin the school.

Most sincerely,
Howard E. Johnson

大学医学中心幼儿园

校长欢迎辞

我诚挚地欢迎您来到医学中心保育园的信息和导向网站。这扇窗口不仅带您走进新奇和令人心动的学校,而且还会持续深入地介绍学校为儿童提供的丰富和周详缜密的多项科目。

学校(MCNS)提供了一个以儿童为中心的富养环境,在此来自不同群体的学生和教师通过一起游戏和学习得以共同成长。美观的设施
采光和通风充足的教室,为儿童提供了完美的活动场所,值得欣慰的是这里可作为儿童由家庭走向广阔外界的一座桥梁。

MCNS会是您孩子教育立业的一个有意义的组成部分,将为他们以后的学习和经历夯实重要的基础。学校希望培养孩子们增强信心,树立自力更生的人生态度以及融入社会的能力。学校希望将孩子的内在潜能与社会活动有机能动地结合,进而培养孩子的学习和分析能力,引导孩子建立有成效和创造性的思维方式。

我坚信该网站将为您开启MCNS的全部内涵,作为一个经久受用和有益的工具,我们将不断更新学校的有关信息。

感谢您有兴趣了解我校。

最真诚的,
校长

霍华德E.约翰逊

Our mission

The Mission of The Medical Center Nursery School, an earlychildhood school affiliated with and supported by Columbia University, is toprovide a secure, nurturing, developmentally appropriate educational settingfor children aged two to six.

We serve children from the following communities: ColumbiaUniversity; New York Presbyterian Hospital; the New York State PsychiatricInstitute; and northern Manhattan, specifically the Washington Heights andInwood neighborhoods.

我们的使命

医疗中心幼儿园附属于哥伦比亚大学,是哥大资助的一所儿童学校。我们的使命旨在为2至6岁的儿童提供一个安全,丰富,有益于身心发育的适当场合。
我们服务的儿童社区来源包括:哥伦比亚大学; 纽约长老会医院; 纽约州精神病学研究所; 和曼哈顿北部,特别是华盛顿高地和因伍德社区

Who we are

The entire MCNS staff is responsiblefor the educational program and the day-to-day operation of the school.  The administration consists of the Director, the Assistant Director andAdmissions Coordinator, and the Educational Consultant and CurriculumSpecialist.  There are three Group Teachers for the four separateclasses.  Ten Assistant Teachers and one Aide complete the teachingstaff.  The specialists provide additional enrichment to theclasses.  The Consultants offer support and advice in the event ofconcerns or issues in the classrooms or provide their expertise to the staffand administration in specific areas.

我们是谁(教职员工)

MCNS的全体工作人员负责学校教育计划的实施和日常运作。 行政管理包括教导主任,助理主任,招生协调员,教育顾问及课程设计专家。这里共有三组教师负责四个独立的班级,并配有十名助教和一名教学勤杂员。专家提供丰富的课程科目。顾问在其特定领域给予专业辅助,给行政管理的决策以及教职员提供建议和指导。

Our Curriculum

Our curriculum utilizes materials and methods as they best suit youngchildren's needs and interests. MCNS begins with the understanding that eachchild needs to be appreciated and accepted and to appreciate and accept himselfor herself. Children participate in a variety of individual and groupactivities. Strong emphasis is placed upon exploration and discovery anddevelopment of personal satisfaction, independence, self- management skills,and motivation. In addition, focus is placed on each child's relationships withhis or her peers and with teaching adults and what it means to be part of agroup.

我们的课程


我们课程使用的教材和方法能最得当地适合儿童的需要和兴趣。MCNS认为每个孩子都需要得到欣赏和认可,并且也需要欣赏和认可自己。我们组织儿童参与各种个人及团体的活动,强调探索、发现与建立自信心、独立性、增强自我管理技能和积极能动性。此外,学校也集中关注每个孩子与其同龄人之间与教师成年人之间的关系,让他们认识到自身作为群体一员意义。

Positive Socialization

blocks

The development of positive social skills is a strong mandate of the school.If success in school and in life is the goal for children, the development ofpositive social skills is crucial. Children learn to understand social rolesthrough play. They learn to control impulses and learn how to give and take andmake compromises. Research confirms that social competency is a primaryindicator of success. This cannot be gained from worksheets or sitting alone ata computer working one’s way through even the most engaging educationalprograms. Problem-solving, leadership, and taking turns all are developedthrough play with other children.

正确的社会观



学校着重强调的职责是发展学生的正向社会技能。如果儿童的目标是要在学校和生活中获得成功,那么正确的社会合作技能的发展至关重要。孩子们要懂得社会角色所起的作用。他们要学会控制冲动,学习如何给予、接受和妥协。研究证实,社会能力是成功的首要指标。这些能力不可能从作业本里获得,也不能独立在计算机上操作而获取,即使是最有吸引力的某个教育项目也未必能实现。解决问题的能力、领导才干和轮替担负责任的能力都是通过与其他孩子一起玩的过程中练就。

Creativity and Artistic Expression

art

The curriculum naturally includes many activities which allow the childrenself-expression and help develop creativity, which is necessary to solve theproblems and meeting the challenges that we all encounter in life.Problem-solving, leadership, and cooperation all rely on the ability to be acreative thinker. The MCNS philosophy upholds the idea that in order forconstructive play to occur and creativity to develop there must be a strongunderlying structure that supports the play, a strong community of learnerswith whom to interact, and a general atmosphere that fosters creativity. Thevisual and musical arts provide young children opportunities to develop theircreative thinking and the creative process through the media they explore andmusical expression in which they engage. Art and music both play a criticalrole in the curriculum and allow ample opportunities for children to developage-appropriate mastery in these important areas.

创造力和艺术表达


我们的艺术课程涵盖许多自身参与的活动,以便促进儿童自我表达能力,有助予发展他们的创造力,这些是他们攻克难题和应对生存挑战所必需的。解决问题
领导与协同合作都依赖于潜在的创造性思维。 MCNS秉持的哲学观是,建设性活动的运作和创造力的开发,必须有构建组织活动的强大基础结构学生之间互动的有机组合以及孕育创造力的基本氛围。视觉和音乐艺术活动为儿童提供得以发展创造性思维并实践创作的机会,他们通过探索媒体活动和参与音乐的表达而实施运作。学校的艺术和音乐课程发挥着至关重要的作用,提供充足的机会让儿童在这些领域得以与其年龄段相匹配的适当发展

Teachers

story

As Twlyla Tharp says, you can’t think outside the box until you have a box.The structure at MCNS is well-balanced and age-appropriate, and it works. Thechildren are learning, creating, and thriving. The teachers are responsible forkeeping the structure intact and both guiding and collaborating with thechildren as they explore materials and engage in activities throughout the day.Through careful observation teachers can evaluate the progress of individualchildren and become aware of topics that can be enhanced through further studyor additional materials. Open-ended questions can be posed to the children,questions that will build on their accomplishments or challenge them to thinkin a new direction. The emergent approach to curriculum gives freedom to boththe teachers and the children to develop projects and activities that areinteresting and challenging to both. The underlying structure established bythe teachers allows the children to take risks, explore, and experiment in asafe and nurturing environment. Creativity, interactions, and learning cannotexist in chaos, nor can they exist when curriculum is preprogrammed andclose-ended. Meet ourteaching staff as they interact with the children.

我们的教师

正如Twlyla Tharp(教师)所说:在你拥有一个盒子之前,你不会考虑到它的外表模样。MCNS有好的均衡结构,能够与年龄适当匹配的有成效工作。孩子们得以学习、创造和蓬勃发展。教师在负责保持结构完整性的基础上,全天参与和引导孩子们的活动,同时以协作的方式与孩子们一起探索周围的事物。通过仔细观察,教师能够评估每个孩子的进步,并能及时意识到需要加强的活动主题,也便进一步研究或改进教学内容。孩子们遇到的都是开放式的问题(问题没有固定答案),这些问题是建立在他们最终的解决成效或挑战他们找到一个新的思考方向。不断更新的课程提供给教师和孩子们去自由开发的科目和活动类型,这更能激发他们的兴趣,而且对他们也具有挑战性。教师所处的层次是在保证环境安全并内含丰富的前提上,鼓励孩子们敢于冒险和勇于探索。创造力,互动,和学习不能与混乱同在,也不能与预定课程和封闭式一层不变的课程并存。

To see a slide show of our childrenin action, select an image below.


  • Artists艺术家

    art


  • Chefs厨师

    art

  • Gymnasts体操运动员

    art

  • Mathematicians数学家

    art

  • Musicians音乐家

    art

  • Scientists科学家

    art

  • Story Tellers讲故事

    art



What We Do

OurFocus

We are a play-centeredschool. We believe that the best and most effective way for young children tolearn is through their play. Play, according to L.S. Vygotsky and Jean Piaget,among many other educational researchers, is children’s work. It is seriousbusiness. Children concentrate when they play and become deep thinkers.Unfortunately, to many people, "play" suggests that not only is theday unstructured but that children “are wasting valuable time playing and arenot "learning" and developing.

Many people assume that aplay-centered school lacks the structure and substance of a so-called"academic" school. What may not be clear to the casual observer,however, is the underlying structure that supports the play, which, in turn,encourages the learning that occurs through self-initiated play, and guides theemergent curriculum that is the basis of all we do.

In fact, MCNS is very structured.But the structure doesn’t lie in daily lesson plans or work sheets. It does notlie in a full day of teacher-directed activities. The structure at MCNS istwo-fold. The first is in the physical plant, the carefully designed classroomspaces and contents of the areas within them. The second is in the dailyschedule, the flow of large and small motor activities, large group, smallgroup and individual activities, eating and rest periods, music, story anddiscussion times. Combine those two underlying structures and you have theideal learning environment for young children to flourish.

我们做什么

我们的焦点

我们学校以游戏活动为中心。我们相信,儿童最好和最有效的学习方法是通过游戏活动学习。根据L S﹒VygotskyJean Piaget (也包括许多其他研究教育的人士) 的观点认为,组织活动就是儿童的工作,而是严肃的工作。孩子们在玩活动时会集中精力,进而成为深度思考者。令人惋惜的是有很多人认为:玩耍不仅无规则可循而且浪费时间,孩子什么也学不到,不利于他们发育。

许多人认为以游戏活动为中心的学校缺乏学校的真实结构,并且缺少所谓的学术实质。然而,随意简单的观察者可能并不清楚这里支撑游戏活动的基本结构,它是激发学生在自发能动地游戏活动过程中学习知识,我们做的是不断更新指导性的游戏活动科目。

事实上,MCNS的组织非常结构化。但我们的结构不在于每日课程计划或作业本。它不在于老师全天的指导活动。 MCNS的结构是双重的。首先这里是适合自然生理特征的场合,体现在精心设计的教室空间及其中的内含物件。第二是在每日日程安排,包括大小型的肢体运动,大小组和个人的各种活动,饮食和休息安排,以及音乐、讲故事和讨论时间。这两项结合起来,你们可以想象到这里的环境是儿童的理想学习场合,有利于他们蓬勃健康地发展。

We lay a foundation for life skills

We believe that children are on alife-long learning path. The life skills of observation, personal control, andgoal setting are a key focus of our curriculum. Our program is child centered,not teacher centered.. The explorations and development of each child areobserved, nutured and encouraged by all staff and professionals in our school.We promote independence. All aspects of the program are structured to encourageindependence and develop competance. "I can do it all by myself" is aphrase we all love to hear. When children learn to take responsibility fortheir everyday needs, they feel a great sense of pride. Whether it is puttingaway toys, setting up cots at rest time, setting the table for snack, orpouring juice into their own cups, children work on both large and small motorskills, become good problems-solvers by strategizing and carrying out plans,and increase social skills as they learn how to work together in a cooperativemanner. Children feel an enormous sense of accomplishment when they can do realwork, such as cooking, cleaning, and taking care of things by themselves withno assistance from adults. In our current educational climate, which focuses onworkbooks, computers, and testing, we sometimes forget how many academic skillscan be learned through doing this practical kind of work.

我们为生活技能打下基础

我们相信,孩子们的生命历程需要终身学习。因此,我们的课程聚焦在生活基本技能素养的培养,这包括观察能力,自律能力和生活目标的定位能力。我们的科目设计是以儿童为中心,而不在教师身上。学校的所有工作人员和专业人士注重观察每个孩子对事物的探索和自身的发展,以便丰富他们的知识素养及给予得当的激励。强调增强孩子的独立性。科目设计所有环节都围绕着鼓励学生的独立性和发展竞争力。“我可以自己独立做到所有的”是我们都爱听的一个短语。当孩子学会为自己的日常需要承担责任时,他们会感到自豪。无论是放置玩具,整理午休的小睡床,摆放零食或者将果汁倒入自己的杯子里,儿童都可以通过大大小小各类工作提升运动技能,通过策划和执行计划解决问题,从而也增加社会合作技能,学会如何以合作的方式在一起工作。孩子们在没有成年人帮助的情况下,可以自己完成真正的工作,比如烹饪,清洁和料理自己的事情,为此他们会有巨大的成就感。反观当前的教育环境,那些人专注于作业本,计算机和考试时,却忘记了通过各种实际操作可以学到很多学术技能

How we redefined our Class Names

Words matter. Names matter. To young children who are absorbing an enormousnumber of new vocabulary words each day, words are really important. Callingsomeone a name can hurt him, in point of fact. And employing a "badword" can get immediate attention from adults.

Many parents struggle with the task of naming their children. What does thename mean and how will that affect the child? Companies test market productnames because they know that what something is called affects sales figures.Lawsuits challenge names that are offensive to some and protect names frombeing used by others.

我们如何重新命名我们的班级


词语值得关注。名称也要注重。对于每天吸收大量新词汇的儿童来说,语言真的很重要。事实上,直呼某人的名字有时可能会伤害他人。使用坏的词语会得到成年人的即时关注。
许多父母为他们孩子的命名要反复衡量。这个名字是什么意思,如何影响孩子?公司测试产品在市场的名称,因为他们知道商品的名称会影响销售数字。法律不允许以名字攻击冒犯他人,并保护名字不被别人滥用。

The Story Behind the Class Name Changes

Words matter. Names matter. To young children who are absorbing an enormousnumber of new vocabulary words each day, words are really important. Callingsomeone a name can hurt him, in point of fact. And employing a "badword" can get immediate attention from adults.

Many parents struggle with the task of naming their children. What does thename mean and how will that affect the child? Companies test market productnames because they know that what something is called affects sales figures.Lawsuits challenge names that are offensive to some and protect names frombeing used by others.

For many years the MCNS staff has been thinking about the names of our fourclassroom groups. Many years ago, our groups had a different age makeup fromwhat they do now. There was a group of 3's, another of 4's, a Kindergarten, anda mixed-age group that met in the afternoons.

When the school started to get younger. Our Kindergarten class became amixed group of 4's and 5's and eventually all 4's. The name Kindergarten nolonger was accurate. We had a "Young Group." Should the formerKindergarten be renamed the "Old Group?" But that didn't seem quiteright because, after all, they were only four, not eighty-four years old. So"Older Group" was chosen. That left the "Middle Group,"middle as in the middle child in a family and the "Afternoon Group,"afternoon describing the time of day it met rather than the group itself.

Time marched on and the age range in the school narrowed. The ages of thechildren in the groups overlapped. It was clear that the name "OlderGroup" had an unintended meaning to both children and parents. Older wassomehow very desirable. Young children always want to be older. Older seems tosignify more advanced, more academic activity to some parents, which is not anaccurate description of our child-centered, hands-on curriculum."Young" meant the "babies" to some children, and no onewants to be called a baby. Changing the names became a concern again.

Both Liege Motta, our Educational Consultant, and Howard did some research:What do other nursery schools call their groups? Some use colors, othersnumbers, animals or other miscellaneous flora and fauna. Liege, during herinternet search, found some perfectly dreadful, inexplicable names. Can youimagine the behavior of a group called "Little Monsters?"

In one of the workshops during the NAEYC accreditation process, Howard,Liege, Linda and the teaching staff decided to work on this challenge and tryto come up with better names for the groups. One idea that came out of thisexercise was to connect the names with the spectacular location of our schoolon the Hudson River. This was left to percolate.

Finally last summer, Howard, Liege and Linda went back and reconsidered someof the names other schools use. They looked at all of the names that theteachers had considered which were tied to the location of the school: bridge;river; Hudson; park. None seemed right. But, why?
It occurred to them that maybe the problem was that they were focusing on therooms, not the children themselves. So they decided to focus on the children.The more they thought about them, the more they wanted to try to connote thelearning process and activities of the children, and how they progress andlearn. Looking out at the river, they thought about Henry Hudson and the otherexplorers who came to our area. They had been exploring territory that waspreviously unknown to them. Well, isn't that what nursery school is all about?

Our 2's are making discoveries about a new world, things that they havenever seen before, experiences they have never known. What if they were called"The Explorers?" The oldest children in the school are blazing thetrail for the younger ones as they prepare to move out into the world. Howabout renaming the "Older Group" "The Trailblazers?" Thesenames were feeling right. They described the children in the groups. Now on aroll, Howard, Linda and Liege turned to the remaining groups. "Pathfinders"seemed perfect for the "Middle Group." They are discovering ways toget from here to there, looking for patterns, finding connections. And,finally, the "Afternoon Group" who are acquiring the skills andworking together to create and solve problems moving together cooperatively intheir mixed age group, could become "The Navigators." It all fittogether. They were descriptive, great words for the children to learn, andinspirational at that!

Finding the right names for our groups has been a long process, involvingdeep consideration of the nature of young children and the best words thatcould be found to describe them. As we begin a new academic year at MCNS, weare excited to find out where our Explorers, Pathfinders, Trailblazers andNavigators will take us all as they start out, discover, learn, and begin tofind their way through our world.

班级名称变化背后的故事

词语值得关注。名称也要关注。对于每天吸收大量新汇词的儿童来说,语言真的很重要。事实上,直呼某人的名字有时可能会伤害他人。使用“肮脏的词语得到成年人的即时关注。
许多父母为他们孩子的命名要反复衡量。这个名字是什么意思,如何影响孩子?公司测试产品在市场的名称,因为他们知道商品的名称会影响销售数字。法律不允许以名字攻击冒犯他人保护名字不被别人滥用

多年来,MCNS的工作人员一直在思考我们四个班级的名称。许多年前,我们的团体有与现今不同的年龄组成。有3岁班4岁班,幼稚园班和一个混合年龄的班,他们只在下午入园。

随着学校扩展,幼儿班级成为一个4岁5岁的混合班,结果所有的学生又都是4岁年龄。幼稚园班的名称不再准确。因为有一个年龄更小的班。幼稚园班应该改名为“老大班吗?这似乎不太对,因为毕竟他们只有四岁,而不是八十四岁。剩下的中间班下午班,下午描述的一天的时间,而不是班级本身。

随时而进,学校的年龄范围缩小。班组中孩子的年龄重叠。很明显,“老大班的名字对孩子和父母都有一个意想不到的意义。老大班人在某种程度上可取。幼儿总是想要年纪大。老大班似乎对一些家长表示更高级,更学术的活动,这不能准确描述我们以儿童为中心的实际课程。幼儿对一些孩子是指婴儿,没有人想被称为婴儿。改变班级名称成为一个问题。

我们的教育顾问LiegeMottaHoward做了一些研究:其他幼儿园怎么称呼班级?有的用颜色,或数字,动物或其他混杂的各种动植物。互联网上还搜索到一些整体可怕的,莫名其妙的名字。你能想象一个命名为小怪物的班级吗?

在国家幼儿教育协会(NAEYC)认证过程的一个研讨会上,Howard霍华德,Liege列日,Linda琳达和教职员决定提出一项挑战,尝试为班级启用更好的名字。一个想法是将名字与我们学校在哈德逊河上的壮观位置联系起来。

去年夏天,霍华德,列日和琳达重新研究了其他学校使用的一些名称。他们想到学校位置有关的名字:桥梁哈德森公园。为什么似乎还没有人用过?他们发现,也许问题是他们专注于教室,而不是孩子们自己。所以他们决定专注于孩子。他们想的越多越想尝试意思到儿童的学习过程和活动,以及他们如何进步和学习。看着河边,他们想到亨利·哈德森和其他探险家来到这个地区,探索以前不为人们所知的领土。嗯,这不就是这个幼儿园么?

我们2岁的孩子正在发现一个新的世界,他们从来没有见过的事情,他们从来没有的经验。如果他们被称为探险家”会更好。学校里最大的孩子们正在成为年轻人而渴望准备走向外界。改名“老大班” 为“开拓者”如何?这些名字感觉很正确。他们描述了孩子的群体。而后霍华德,琳达和列日转向其余的班。探路者似乎是中级班的完美命名。他们正在发现从这里到那里的方法,寻找模式,寻找连接。最后,混合年龄班中的下午班可命名为导航员”, 他们要获得技能并共同启发和解决问题。这些都合适,是描述性的。大量的词汇促进孩子学习,令人鼓舞!

为我们的班级找到正确的名字是一个比较长的过程,涉及深入考虑儿童的性格并能够恰当描述他们的特征。当学校开始新学年时,我们很高兴能了解我们的探险家,探路者,开拓者和导航员,将与我们一起在此开始,发现,学习,并找到他们的方向。

Words Fromthe parentof child


My son, Li Lushun, had stayed in MCNS for three years from 1997 to 1999. As oneof the parents of the children I have a deep feeling for my son’s growth anddevelopment in MCNS. Before he came here he had tried to several kindergartens,but he quickly gave up all of those, because he could cry all day in each one.However, as long as my son arrived in the class room in MCNS, the class teachercordially hugged my son, and quickly played with my son together. At that time,my son was over three three years old, but had grown up entirely in aChinese-speaking environment, nevertheless he quickly adapted the environmentin MCNS. Two months later, he could sing a new song or recite a new poem almostevery day. The school has a small library donated by parents, students borrowbooks at wills, very conveniently. Students and parents pick books, leave a notecard, without any restrictions. So since that my son has developed a very goodhabit of reading, and also self-confidence and independency

As the first generation of newimmigrant, I and my husband both completely finished college and the pre-college in China, so New Yorkmetropolitan especially didn’t know children's primary education is alsostrange to us when my son was ready for his primary school. Fortunately, the principalsof MCNS, Mr. Howard Johnson,spent time to introduce New York private and public education system andenrollment, such as the division of the school district, gifted and talentprogram, and the process of enrollment to the parents. He gives great advisingto the parents to help their children choosing school. MCNS teachers also writea detailed assessment report for each student. My son successfully enrolled theG & T program in a school crossing our zone when he was 5 years old.Through a period of study, the teacher in his primary school highly praised myson such good reading habits, artistic perception, good self-confidence andindependence.

来自孩子家长的话

我的儿子,李路顺,自1997至1999年在这里入园,作为家长看到孩子在此的成长和发展感触颇深。首先在给孩子选幼儿园时,我带孩子试了几个,都是因为孩子竟整天的哭泣而放弃。然而,带孩子一到此园,孩子班上的老师亲切地抱起孩子,和孩子很自然地就玩在一起了。那时,孩子三岁多些,但是完全在讲华语的语境中成长,可是他很快就过度到这个对他还完全陌生的环境。两个月之后,他几乎是每天都能会唱一首新歌或背一首新诗。学校有一个靠家长捐赠的小图书馆,学生借书很方便。学生和家长自找到书之后,留个卡片即行,没有任何限制。这样我儿子从那时起就养成了阅读的好习惯。自立自信敢于担当的性格也是自那时开始培养的。

当我的儿子要上一年级正规学校时,我们对纽约这个大都市,尤其是孩子的小学教育还非常陌生。好在MCNS学校的校长专门抽出时间,向学生家长详细介绍了纽约私立和公立的教育系统以及招生情况,比如学区的划分和天才班的报考与录取程序,以便家长帮助自己的孩子选择学校。MCNS的老师还为每个学生写了详细的评估报告。我的儿子在5岁那年顺利地进了跨学区的天才班。通过一段学习,新学校的老师高度赞扬了我儿子爱阅读的优良习惯,艺术修养以及好的自信与独立担当的精神品格。




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