India's Top Good Boarding Schools

India's Top Good Boarding Schools

Many parents want their children to be taught in boarding schools. They believe boarding schools will make them more disciplined, better rounded individuals. Boarding schools usually have highly qualified faculty, low teacher-to-student ratio, all around activities, quality of resources, counselling etc. 
So if you are looking for agood boarding school in india, we have compiled a list of boarding schools in india for your reference.

• Adhunik Public School, Hamachal Pradesh
• Ashok Hall Girls School, Uttaranchal
• Bharatiya Bidya Bhavan’s Vidyashram, Rajasthan
• Bhonsala Military School, Nashik
• Birla Vidyamandir, Uttaranchal
• Belle Vue Boarding School, Darjeeling, West bengal
• Brightlands School, Dehradun, Uttaranchal
• Carman School, Dehradun, Uttaranchal
• Doon International School, Dehradun, Uttaranchal
• Ivy League Academy, Secunderabad, Andhra Pradesh
• Kodaikanal Public School, Kodaikanal, Tamil Nadu
• Mussoorie Girls School, Mussoorie, Uttaranchal
• Oakgrove, Mussoorie, Uttaranchal
• Pinegrove School, Kasauli, Himachal Pradesh
• Ramakrishna Mission Residential Schools, West Bengal
• Sherwood College, Nainital, Uttaranchal
• St Joseph’s School, Darjeeling, West Bengal
• Woodstock School, Mussoorie, Uttaranchal
• Wynberg Allen School, Mussoorie, Uttaranchal

And there are many more residential/boarding schools in india, check with the local newspapers for the admission notices and advertisements.

List Of Boarding Schools In Pakistan

• Abbottabad Public School & College
• Aitchison College, Lahore
• Army Burn Hall College, Abbottabad
• Army Public College, Chinar Campus Murree
• Army Public School, Jhelum
• Cadet College Hasan Abdal
• Cadet College Kohat
• Cadet College Larkana
• Cadet College Mastung
• Cadet College Murree
• Cadet College Palandri
• Cadet College Petaro
• Cadet College Razmak
• Cadet College Sanghar
• Cadet College Skardu
• Chand Bagh School, Muridke
• Convent of Jesus and Mary, Murree
• Divisional Public Schools
• Habib Public School
• Lawrence College Ghora Gali, Murree
• Murree Christian School, Murree
• PAF Public School Sargodha
• Pakistan Steel Cadet College
• Sadiq Public School, Bahawalpur
• Uswa College, Islamabad
• Military College Jhelum
• Military College Murree
• Military College Sui
• Cadet College Jhelum
• Pakistan Scouts Cadet College Batrasi
• Pakistan Cadet School And College Murree
• Cadet College Margalla
• Pakistan Air Force Public School Lower Topa Murree Hills
• Joint Cadet College and School Multan
• Pakistan International Public School(PIPS) Abbottabad
• Army Public School Bahawalpur

Muree Cristian schools

Murree Christian School is a small boarding school located at over 7000ft in the foothills of the Himalayan mountains in Pakistan.


Founded in 1956 to educate the children of missionaries who serve in Pakistan and neighbouring countries Murree Christian School currently accepts students in grades 4-12. Staff and students come to Pakistan from around the world – North America, UK and other European countries, Korea, Australia and New Zealand.


The essential philosophy of Murree Christian School is to maintain a school in which a high quality of Christian education may be offered in a Christian atmosphere.


Murree Christian School exists so that students may learn. We believe that students need to learn, enjoy learning so they can learn, and that learning occurs both inside and outside of the classroom.


Murree Christian School believes that the Bible and Christian experience are essential to the fullest well-being of students and acts accordingly.


As a Christian boarding school Murree Christian School has a unique role to play in the lives of its students encouraging independence and responsibility and of being a home away-from-home.


PHILOSOPHY OF EDUCATION


In accordance with the Bible, Murree Christian School holds that:


1. God is the source of all truth. Christian education is about the quest for truth. God reveals the nature of truth in the person of his Son, Jesus Christ. He gives the Holy Spirit to lead us into all truth.
2. God is the source of all knowledge. Christian education is about the quest for knowledge. God has made himself known in history in the person of his Son, Jesus Christ. He gives the Holy Spirit to make himself known personally in the present.
3. God is the source of all wisdom. Christian education is about the quest for wisdom, the ability to use knowledge to the honour of God. The humility of God\'s wisdom is demonstrated in the sacrifice of Jesus Christ.
4. People do not exist in a spiritual, moral or social vacuum. They are created by God to live in right relationship with Him, with others and with the world.
5. A person cannot be educated into a right relationship with God. It is the sovereign work of God to change the human heart. Christian education is about seeking truth, excellence in the pursuit of knowledge, and growing in wisdom through discipleship.
6. The school\'s most vital role is to provide a caring, learning environment in which young people are able to find and develop an authentic, Christ-centred relationship with God.
Murree Christian School seeks to recognize:


1. The unique value, gifts and abilities of each individual student and staff member.
2. The value of the families it serves.
3. Differences in the learning styles and abilities; physical, intellectual, emotional, social and spiritual development; and cultural orientations of its students.
Murree Christian School strives to:


1. Serve and support the Christian mission community by providing relevant, quality educational services for the children of missionaries, primarily in a Christian boarding school setting. As it is able, the school will offer services to those pursuing alternative approaches to the education of their children, and to support the mission community in the wider region.
2. Build on the unique sense of family within the whole missionary community in Pakistan and of extended family across the world.
3. Maintain a sense of unity, identity and purpose as a multi-cultural, multi-denominational community located in an Islamic country.
4. Relate positively to those who hold world-views different from its own.
5. Encourage students and staff to appreciate the physical beauty and cultural diversity of Pakistan.
6. Reach out and serve those in need.

Indian boarding school

Wrapping Up Foundations of American Education

Good day!

We are quickly approaching the last week of class and I want to make sure that everyone is aware of upcoming assignment deadlines.

1.)  School Board meeting report and agenda are due at the end of the month - April 30th.

http://www.bradfordvts.co.uk/images/goal.jpg

2.)  The Educational Innovator presentations dates are as follows:

Wednesday, April 28th
Loreli - Horace Mann
Memoree - John Dewey
Kara - Booker T. Washington

Friday, April 30th
Ro - Catherine Beecher
Yvonne - Linda Brown Thompson
Shyanne - Jose Angel Gutierrez
Nevada - Deborah Meier

3.)  Extra Credit: School Board Member Interview - Due May 5th, 5:00 p.m.

SUNDAY, APRIL 18, 2010

5th Posting: Tribal Dissolution: Oklahoma & Catholic Outposts: The Ojibwa and Sioux

As Native tribes began to disband in the late 1800s John Benedict, a Muskogee leader, was appointed as the first U.S. superintendent of schools in Indian Territory.  His leadership was not as well received as one would have assumed.  He pointed out the short comings of the boarding, day and neighborhood schools, including the education offered in orphanages.  He highlighted the defects in supervision, financial management, poor attendance, and the lack of English in the curriculum.  He pointed blame to the tribal leaders stating that the schools hired unqualified teachers.  After five years and guided reinforcements Benedict reported that improvements had been made.  A general understanding and trust surfaced between Benedict and the tribal leaders as schools for teachers were developed (Normal Schools) and school attendance increased.

http://farm4.static.flickr.com/3573/3334325424_6d33ae89c1.jpg

Although education improved and teacher requirements increased not all schools had the financial viability to stay open.  Orphanages in Indian Territory became stricter in taking in orphans and become diverse within them.  There were four types of orphanages in existence – African-Indian and black home (Taft), state orphan home (Whitaker), denominational (Murrow, Goodland) and federally supported (Sequoyah, Wheelock).

The first recorded Native American child to enter a denomination orphanage was Navajo child named Mary Carleton. The child was given her christened name by the Sisters of Mercy in Sante Fe with her last name given for General Carleton who found the infant on a battlefield in New Mexico in 1865. The focus of this orphanage was not to take in Native orphans but that of Anglo and Mexican heritage. Catholic orphanages in the Northern Plains focused upon tribal orphans particularly in the Dakotas and Minnesota.
Unlike the Five Civilized Tribes’ state run orphanages who received federal and state monies, the initial denominational orphanages of the Plains were supported through whatever meager donations could be scoured up through charity. Many missionaries learned the languages of the Plains Indians in order to preach and teach. The patience practice of language learning built trust between the people and the missionaries and small numbers began to convert to the religion brought by the missionaries. Once converted, they were expected to convert others. The orphanages’ curriculum stressed religious practices, English, and vocational training (agricultural - males, domestic operations- females).

http://www.franciscans-stella-niagara.org/SD%20Indian%20Mission.jpg

The experience to learn more about the creation of orphanages in the United States to house children from all aspects of ethnic lives leaves me in a somber mood. Although the orphanages had their place in history; to care for children by providing food, shelter, and an education I am saddened to learn of the circumstances of child placement, misuse, and abandonment. Yet, there were positive aspects of the institution as well – they were located on reservations which allowed the children to maintain contact with their tribal group, education was offered, and basic needs were provided. As in all circumstances, consequences are balanced through both positive and negative outcomes for those who make the decisions and for those who live out the decisions that have been made for them.

MONDAY, APRIL 12, 2010

#4: Chickasaw, Choctaw & Creek

The call for orphanages for the Chickasaw, Choctaw, and Creek paralleled the stories of the Seneca and Cherokee – Civil War, forced removal, and disease.  Each nation, considered members of the Five Civilized Tribes, found that they were not immune to the government’s compulsory removal from their native lands.  Determined as a nation, each tribe made it their business to tend to their own orphaned children.  If a family member could not care for the orphaned, half-orphaned, or destitute child the institutional orphanages would. 
                                                                                                                        
                                                                                                           http://www.therestorationmovement.com/images/Askew01.JPG

The nature of the orphanages were the same as most others in the nation during that time.  The curriculum focused on an English speaking emphasis that supported reading, writing, arithmetic, sciences and vocational trades.  Most children, if not adopted or taken in by a family member “graduated” from the orphanages.  Girls left at the age of 16 and boys left at the age of 18. 

http://www.archives.gov/education/lessons/fed-indian-policy/images/application-page-03.gif

Through the Dawes Act individuals who were eligible for the allocation of property were awarded land, this included orphaned children.   Allotment rolls were made public, and for the shysters, they turned their attention to find the orphaned children and then become their court-appointed guardian. Most of these children did get the opportunity to be equal owners of their estates, in most events; the children were seen as a link to a valuable commodity leading to financial gain rather than be cared for by a loving adult.   

                                                    http://redriverhistorian.com/sitebuilder/images/wheelock_unknown_soul-420x309.jpg

It would be hard pressed to not admit the sadness that I felt as I read the accounts of orphaned children being used by adults for monetary gain.  The children, relying so heavily upon those around them – to care and to love them, but instead finding themselves being neglected and in some cases treated as indentured servants upon their own property.

FRIDAY, APRIL 9, 2010

Foundations: Announcements

There are several announcements to be shared:

1.)  There we be NO CLASS on April 12th since we watch the 3rd School video in its entirety on Friday.  If you did not attend class the video can be accessed from either Jenn DeCoteau or Rhonda Breuer.  The note sheet and video are on my desk.  Please do not remove the movie from the Education Building - it may be watched in the Teacher Education lab.  Please have this made up by Wednesday (April 14th).

2.) School Board meeting report and agenda are due at the end of the month - April 30th.

Image from http://www.languageconnections.com/newsletter_content/October_2009/thumbnails/Announcements_clip_image002.gif
3.)  The Educational Innovator presentations dates are as follows:

Wednesday, April 28th
Loreli - Horace Mann
Memoree - John Dewey
Kara - Booker T. Washington

Friday, April 30th
Ro - Catherine Beecher
Yvonne - Linda Brown Thompson
Shyanne - Jose Angel Gutierrez
Nevada - Deborah Meier

Lastly, everyone should be working on their fourth personal posting of their Native American boarding school blog.  When we get back together as a class next week Wednesday we will again share through our book talk conversations.  Please check in with the UTTC librarian regarding your library book, some of you may need to renew.

Have a great weekend and see you all on Wednesday!

MONDAY, APRIL 5, 2010

Third Posting - Orphans Among Us: Cherokee

In 1871 the Cherokee Orphan Asylum was funded with $4,000 appropriated by the National Council of the Cherokee. A building was provided but the materials and necessities of its inhabitants were few and of poor quality. The educational system was undeveloped and learning a second language (English) determined if you “graduated” from the institution – although it was not a boarding school.
The institution was headed by William Ross, principal chief, who pushed for the education of the orphanage’s children. The institution was overseen by the Cherokee Board of Education. The board handled established schools within the nation; day or neighborhood schools, boarding schools, and the orphan asylum. The board, in its duties, hired and fired teachers and administrators, organized the school districts, and evaluated the schools.

Image to the right was found at picasaweb.google.com/.../ARu_IwrP1dE_vEGHSNkmgw

The orphanage was the first of its kind in the Cherokee Nation. As one of the Five Civilized Tribes, the Cherokee realized that through their years of contact with whites, the removal from tribal homelands, rebuilding in a new geographical region, illnesses, and the American Civil War that orphanages were the best solution to ensure that their children were to be cared for by their people. Therefore, they adopted and implemented the educational, political, and religious ways of the white culture and brought these practices forth into the orphanage system.

Unique to other institutions of its kind during that time the children of Cherokee Orphan Asylum were able to retain their cultural identity. Only Cherokee children were permitted to reside within its walls and youngsters were not placed in white homes to work and live. In addition, the children were not indentured to white adults as laborers or apprentices. Their teachers and administrators for the most part where Cherokee. In fact, it may have been rare for a child to see a “white face” during a days’ time.
In the early 1900s tribal disbanding and the General Allotment Act (Dawes Act) meant that educational systems that were ran by the Five Civilized Tribes were being slowly taking apart. The federal government held the fate of how monies were to be spent to educate Native children. Doors began to permanently close. However; the Cherokee orphanage held strong and placed the institution under the jurisdiction of the Indian Bureau.

Image above from picasaweb.google.com/.../PY4fuQtcOGNzu6CzuRfAng

MONDAY, MARCH 29, 2010

The First Solution: Seneca

The Thomas Asylum for Orphan and Destitute Indian Children was the first of its kind in the nation as it housed Indian-only orphans. Construction of the first building began in 1855 and its walls became filled with children and personnel within the year.  The 100 acres that would house the facility was located on the Cattaraugus Reservation in the far western side of the state of New York.  

The need for the orphanage sprang from the death of one man – a man who in his passing left a large family with a great deal of extreme need.  Supported by missionaries, philanthropists, the state of New York and Senecas the institution adopted the common school agenda.  The agenda, itself, meant that there would be education for all with the goal in mind of creating a national identify.  With this in mind, the notion set forth that through these diverse backgrounds had to develop a shared set of attitudes and values – to be Americanized!

A myth sprung to the forefront – immigrants wanted to be Americanized. This, as the book explains, is far from the truth.  In the 1830s and 1840 immigrants held tightly to their traditional ways especially in the areas of language and religion.  They lived in neighbors both in urban and rural settings to maintain the ethnic customs.  It was only in the late 1800s when immigrant parents decided that they had to relinquish aspects of their cultural identity in order for their children to be successful in American schools.  

With this said, the book goes on to explain that Native American experiences paralleled the immigrants but in reverse chronology. The author states that in the early 1800s most Indian groups accepted, or at least accommodated to education that aimed to assimilate and acculturate.  As time went on, the attitude changed. Why?  Due to the disruptiveness of cultural cohesiveness of the late 1800s.  Children and families were faced with the trauma of removal. Children were being taking away from their homes to be forced to become Americans – it no longer was a choice it was a demand.

The orphanage was highly cared for by hired personnel.  Unlike the boarding schools of that time that were in the practice of having the children assist in maintaining the campus grounds and cleanliness of the indoor environment.  In fact, the ratio of adult-to-child in 1855 was 1:7 compared to other orphanages whose rations could sometimes exceed to 1:100.  

Nonetheless the discipline of the orphanage was harsh as it followed a military style of routine and consequences.  All facilities that housed children, immigrants and Native Americans, used military policies. Haircuts were the very first event that took place to those who arrived.  The reason, health and hygiene would be the expected response.  The overall fear of head lice spreading throughout a facility was ended when haircuts were performed.  This was not the only thing that was terminated – so was the identity and individuality of the child.  

Records show that children who attended the orphanage had both positive and negative recollections.  For the most part, in the earlier years the institution was quite enjoyable.  As time passed a few negative memoirs surfaced.  Events and special occasions were the most often mentioned when it came to the good times.  Discipline and illness were noted as the negative.  

The doors of the orphanage were closed in 1955 with great fight.  The Senecas had hopes that it could be turned into a vocational high school or an Indian college along the same lines of Haskell but their attempts failed.  However, it is noted that many of the orphans who attended Thomas went on to go to off-reservation boarding schools such as Haskell, Carlisle, and the Hampton Institute in Virginia.

TUESDAY, MARCH 23, 2010

Lunch Anyone?

Please note that we will be meeting at the Fortune Cookie for class this Wednesday, March 24th at 12:30 pm.  We will have a "book talk" class meeting, so be prepared to talk about your first reading section of boarding school book.


In addition, please make sure that you are getting into your blogs and posting both your personal and peer responses.  We are just getting started on our second blog so I encourage you to stay with the deadlines for each week, we all know how stressful it can get when we fall behind.

Responsibility

Responsibility

{Haha I look a little overexcited...which is mostly a permanent facial expression when you teach kindergarten}  

I've been wanting to write a post for a while now about what has been happening in the world of teaching lately...pink slips and bad reputations.  But every time I start, I get so overwhelmed and upset. I feel helpless. 

So I have this to say instead,

I want to shout from the roof tops that our job as teachers is to open the minds of our students, to inspire them, to show them that they hold the world in their hands.  Our job is not to sit behind our desk overseeing the learning, but to be involved with our students, learn alongside with them.  We need to believe in our children. We cannot give up on them, but we need to show them who they are capable of becoming.  We need to give our students an education that will open doors of possibility.  

Teachers cannot do this alone.  Parents and communities need to bind together, work together without blame. We need to accept only an education that is of the highest quality.  That is our responsibility.

And that is my responsibility, it is my job...my livelihood. I cannot fail my students or I have failed. 

{okay I'll get off my soap box now}

Why Enroll Your Child in Pre-K?

Why Enroll Your Child in Pre-K?

High school, Junior High, Middle School, Elementary School, Kindergarten and now Pre-kindergarten - many parents might wonder the need for so many divisions and even more so that of pre-k. Some parents are of the opinion that children between the ages of 3-5 are simply too young to go to school. They believe that they can get the same, if not better education at home.

While every parent is justified in determining what is best for their child, their approach towards such institutions clearly indicates that they are not fully aware of their importance and the positive impact they can have on their children. Here, we will go over some of the reasons why your child should be enrolled at a pre-k school. This article will also help other parents who are split on this subject.

• Early Focus on Learning

The main reason these institutions exist is to help children get motivated to learn at an early age. Getting them involved in good learning activities such as drawing, basic speech and constructing small sentences essentially paves the way in the long run for them to advance to higher classes with immense confidence and comfort.

• Active Recreational Activities

Despite being hyper active at such a young age, children generally have a very sedentary lifestyle at home with the majority of their time being spent watching cartoons. Kindergarten schools understand the importance of an overall healthy body for a child. This is why their school programs and curriculum consists of a fair amount of team sports and recreational activities that motivate children to excel and do better.

• Excellent Opportunity to Interact

Pre-k schools provide an excellent place for children to interact with other kids and their teachers. This interaction promotes teamwork, improves their confidence and communication and gives them the opportunity to speak their mind. Working as a team is arguably one of the best skill they can learn.

• Identifying any Potential Problems

As teachers interact with their students, they get a chance to analyze their activities and behavior very closely. This helps them identify any problems the child may be experiencing whether communicating or during learning while giving them sufficient time to implement a strategy to work it out.

• Great Option for Working Parents

Kindergarten schools are an excellent choice for working parents. Many find the school hours very convenient to accommodate around their work schedule. Aside from that, pre-k schools provide them with the sense of security that their child is learning new things and is being properly taken care of.

These are just some very compelling reasons that parents should consider when debating whether to enroll their child at a pre-k school. The benefits of doing so are outstanding and the sooner a child can get started early on the path of education and prosperity, the better.

The Importance of Preschool

The Importance of Preschool

1. What's the difference between childcare and preschool?

Childcare centers are generally an option for working parents who need their children to be taken care of during the day; centers accept babies as well as toddlers and are full-time, full-year programs. Preschool refers to an early-childhood educational class for 3- and 4-year-olds. Many offer a part-time schedule (for example, a few hours a day, two to five times a week) as well as full-day care, but only from September to May. Yet the terms are often used interchangeably. A childcare center with experienced, well-trained teachers and stimulating activities offers kids similar advantages to a preschool. "In fact, many preschools are part of childcare programs," says Linda Smith, executive director of the National Association of Child Care Resource & Referral Agencies.

2. How important is preschool?

"There's increasing evidence that children gain a lot from going to preschool,"says Parents advisor Kathleen McCartney, PhD, dean of Harvard Graduate School of Education, in Cambridge, Massachusetts. "At preschool, they become exposed to numbers, letters, and shapes. And, more important, they learn how to socialize -- get along with other children, share, contribute to circle time."

Statistics show that a majority of kids attend at least one year of preschool: According to the National Institute for Early Education Research (NIEER), more than two-thirds of 4-year-olds and more than 40 percent of 3-year-olds were enrolled in a preschool in 2005. "Children who attend high-quality preschool enter kindergarten with better pre-reading skills, richer vocabularies, and stronger basic math skills than those who do not," says NIEER director W. Steven Barnett, PhD.

"Every child should have some sort of group experience before he starts kindergarten," says Amy Flynn, director of New York City's Bank Street Family Center. Music and gymnastics classes are great, but what preschools do that less formal classes don't is teach kids how to be students. Your child will learn how to raise her hand, take turns, and share the teacher's attention. What's more, she'll learn how to separate from Mommy, who often stays in a music or gym class. All of this makes for an easier transition to kindergarten."Kindergarten teachers will tell you that the students who are ready to learn are those who come into school with good social and behavior-management skills," Smith says.

In fact, educators have so recognized the importance of giving kids some form of quality early education that about 40 states now offer state-funded pre-K programs.

3. What will my child learn?

In addition to strengthening socialization skills -- how to compromise, be respectful of others, and problem-solve -- preschool provides a place where your child can gain a sense of self, explore, play with her peers, and build confidence. "Kids in preschool discover that they are capable and can do things for themselves -- from small tasks like pouring their own juice and helping set snack tables to tackling bigger issues like making decisions about how to spend their free time," says Angela Capone, PhD, senior program manager at Southwest Human Development's Arizona Institute for Childhood Development, in Phoenix. "Plus, 4- and 5-year-olds have begun asking some wonderful questions about the world around them -- what happens to the water after the rain? Do birds play? Quality preschools help children find answers through exploration, experimentation, and conversation."

4. But what about learning his ABCs?

"Young children can certainly learn letters and numbers, but to sit kids down and 'teach' them is the wrong way to do it," says Smith. "They learn best through doing the kinds of activities they find interesting -- storytime, talking to their teachers about stars, playing with blocks." To help kids learn language and strengthen pre-reading skills, for instance, teachers might play rhyming games and let kids tell stories. Keep in mind that for small children, school is all about having fun and acquiring social skills -- not achieving academic milestones. "Kids need to be imaginative and to socialize -- that's what fosters creative, well-rounded people. It's not whether they can read by age 4 or multiply by 5," says Flynn. An ideal curriculum? Parading around in dress-up clothes, building forts, and being read to.

5 Qualities a Day Care Must Have

5 Qualities a Day Care Must Have

Day Care centers are a highly sought after service and a great addition to any local community or neighborhood due to the immense benefits they provide to a household. Families with young children, especially those where both parents actively work on a full-time basis rely on day care centers to provide adequate care for their children.

Now that we have established how important they are, we will highlight five qualities that every day care school should have. Parents should keep these points in mind when looking for such facilities.

1. Qualified Staff 

This is an absolute must for a learning facility. It should staff qualified personnel both technical as well as non-technical. Teacher should have strong education background and sufficient teaching experience to supplement it. Experience is particularly important here because the students involved are very young. Visiting parents should ask the administration for information regarding teacher qualifications.

In addition to the teaching staff, day care centers should have good administrative, catering and janitorial staff on hand to handle all day to day operations with ease.

2. Spacious Furnished Facility

A child care facility must be spacious enough to accommodate a large number of children. It should have sufficient rooms all of which should be properly furnished and elegantly decorated to create a pleasant, calm and soothing environment for children to interact and learn. Parents should thoroughly inspect not only the classrooms but also the kitchen and the bathroom facilities. Due attention must also be given to the outdoors especially the playing area as the children will be spending a fair amount of time out there.

3. Convenient Location 

Driving out of your way to pick and drop children is counter-productive and a waste of time. Unless there are no other options, parents should carefully factor in the location of the facility. A good institution should provide parents with the convenience of location. It should be located at a suitable distance from either work or home.

4. A Solid Curriculum

A very important feature that separates one educational institution from the other is a strong well planned, well balanced curriculum for its students. This is center of attention for many parents as they want the curriculum to have satisfactory emphasis on learning, sports, recreation and group activities.

5. Dedication and Devotion

These attributes will not be written anywhere but they will be reflected everywhere in a day care center that is committed towards its goals to providing children with quality educational services. As a general rule of thumb, if an institution has the above four qualities, then it its very likely to be devoted to its students and their parents.

The above mentioned qualities should help all parents when they are considering a day care school for their children. The best place to start is in your neighborhood. Visit the local facilities and ask questions. If it has the above mentioned qualities, then it is the right place for your child.