5032 Lackawanna Blvd

North Charleston SC 29405


Office Hours:

Monday-Friday 8:00 am - 3:30 PM


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Clapham Group LLC-EIN 47-233 1281 (2014-2017)
Clapham Education Group 501c3-EIN 82-1567491 (2018+)

Charleston Bilingual Academy admits students of any race, color, and national or ethnic origin.

© 2018 Charleston Bilingual Academy

Choose a preschool that fits a preschool brain (Thanks Piaget!)

Preschool education is an interesting concept to say the least. Parents marvel when their 21 month old is already naming colors and the numbers 1 and 2. Often they think, "Well if they are learning that much and that quickly with me at home, then by 3 they should be learning how to read and add numbers." If the 3 year old preschool then reports they are making crafts, collaborating, and playing, then the parents become afraid the child is not learning, which means they are wasting money and losing an opportunity for their child to learn.

But as parents, we forget what it is like to be a preschooler, and we think of preschool through our adult minds. According to Piaget's research preschool-aged children are pre-operational thinkers (2-7 years).  Pre-operational thinkers are physiologically very different than concrete reasoners (7-11 years), which is why we must take caution when we evaluate preschools with our adult minds and without research.

Pre-operational thinking is extremely important, and it makes perfect sense that it would come before reasoning (another proof that God knows what he is doing!).  At this stage  children are exploring the world, learning to initiate, communicate, and collaborate.  The lobes in their brain are malleable.  This is important for 2 reasons, it allows them to take in new experiences with completely open minds, and it allows a fluid convergence between the lobes- which is where you find the language center (Wernicke and Broca areas).  Visual (occipital), auditory (temporal), conscious thinking (frontal), memory and emotion (limbic) all come together for the brain to form speech.  Children in these early stages are physiologically primed to learn about the world and to express themselves through language.

Once children start becoming reasoning thinkers, major adjustments are occurring in their brain structure which will continue through puberty. The lobes become much more structured/solidified moving a child out of pre-operational thinking to concrete reasoning. Initially this is great for learning to read, adding, and subtracting. Later, it allows for deep critical and abstract thinking.  One example of this is my brother-in-law took Algebra when he was 12. He struggled awfully. Yet, he just graduated as a chemical engineer. His struggles had nothing to do with deficiencies in math, they had everything to do with the fact his brain was still changing and he was not ready to grasp extremely abstract concepts such as Algebra. Another example is my 3 year old calls every quantity either 1 (singular) or two (plural), yet my 6 year old can add 8+7. The younger knows names for quantities via comparisons (bigger and smaller), but the older sees each number as an individual quantity (two is different than three, because three is one more than two, and five is three more than two...).

My goal in this blog has been to establish, from a biological perspective, that preschoolers are very different physiologically from older children.  So as parents and educators, our goal is not to grow them up faster than their brain will allow, our goal must be, train them appropriately for what their brain is ready to process.

What are preschools ready to process?  They are ready to process the world through exploration. They are ready to process relationships through interaction. They are ready to process emotions through self control.  They are becoming aware of themselves through initiation, creation, and reflection. And most, most, most importantly, they are learning how to express themselves and build relationships through language.  And they are ready to do all of this in an enjoyable play-based environment (not strapped to desks!).  Leave classes like Algebra to formal operational thinkers who are well into puberty, but focus on language with per-operational thinkers.  They are language geniuses. Concrete thinkers have the ability to listen, learn, and imitate language which concrete and formal operational thinkers are unable to do (after 7-8 years old, we have lost our opportunity to acquire language at the native level).

So as you look for a preschool... If you are looking for a junior league Harvard, you run a great risk of stressing your child and destroying their desire to learn. You should be looking for a place where children initiate, explore, collaborate, create, and communicate.  It should be play-based, yet with structure and routines. Your child should love preschool, and should also be loved at preschool. It should be a caring/ nurturing  environment. And it is here that I speak to the overachieving parent- if you want to make the most of their cognitive abilities, don't look for more reading and math, look for opportunities to develop LANGUAGE.  Give your child the gift of learning more than one language. If you wait for middle school it is too late. If you provide a video or Spanish class here and there, it is too little. If you place them in a language immersion environment, it is perfect. Oh, and by the way, statistics tell us that these bilinguals will be stronger critical thinkers when they mature into formal operational thinkers,