1. Introduction

Parents desire to see their children going to schools that have high quality programs which would be in a good position to offer their children with a good start in life. They desire to know that their young ones are being taken care of in the best way possible and are receiving quality education. Parents desire to see that their children are getting on well with other children, are happy and get educated (Morrison, 2006). How to be able to acquire this legitimate parental prospect is the one test that my school will aim to inculcate and achieve. The demands that my school will focus on will involve several things;

Programs that play a vital role in instilling early academic and life success, the application of early literacy and reading inclination doings in programs and curricula which will make children able to read at the lower level- literacy is necessary for school success, creating an environment that would assist the children to acquire skills in social and behavioral aspects of life so as to make it possible for them to live a civilized and conflict free life.

2. School Physical Environment

The school environment in my school would be one that makes it possible to engage in varied activities. This would require the acquisition of a big land and buildings that have enough space in addition to being far from the city because of the pollution making it possible for free air flow. The school would have several facilities that would make learning an easy process and not a burden to the learners as well as the school staff. Considering that this is a school for young children, it would be colorful with several facilities and playing facilities for the children.

3. School Administration

My school will be managed by an able administration with stable finance and keep constant check that school runs properly. The head office will ensure that the number of children admitted into the school does not surpass a certain limit. The school will also be composed of a capable and experienced staff that would be mandated to instill and bring up the desirable skills in these children (Burke, Aug 5, 2003). The staff would follow the interests of the children and desires, prepare a suitable environment that sustains education and is safe; course the way unobtrusively as the kids get involved in personal or collective activities; monitors, evaluates and issues resources and processes vital for the child’s delicate period of learning and keeping a constant form of interaction with the parent as well as formulating and implementing activities for the children.

Considering that educating is a continued process that has to be monitored both at school and at home, the parents would be involved in the learning process of the children. The school will follow the development of the child while at home with the help of the parents. The parents would be called upon at times to engage in the activities of the school like the projects and learning processes. A special day would be preserved for the parents to interact with the teachers as well as play a role in helping out in the programs set out by the school staff. The parents would also be in constant touch with the teachers to note the development of the children while at home so as to ensure the proper development of the children both at school and at home is free from bad elements. The progress of the child would similarly be offered to the parents on what and how to handle the children in respective to maintain the proper acquisition of skills and keep it from being interference.

4. School curricula

One of the major aims in an ideal school would be to have a progressive school which is keen in advancing a passion for living and self-knowledge in the young children. In comparison to the schools that we have nowadays, which have a curriculum that encompasses all of the school children hence proving to be only worthy to a small section of children, my ideal school would be based on effective communication, integrating aspects of social work, resolution of conflict, team building and modern learning.

The curriculum of the school would be based on creative projects which brings close all the life skills which creates the technique of education special. The class would be offered with several ideas at the start of every project and would have a choice of offering their own ideas (Bailyn, 2012). Considering the size of coordination that is needed for every project, it is definite that positive and negative outcomes should be expected in the process of the project. This will offer the children a significant familiarity with what life is all about. Each teacher would offered a specific project so as to be the important guide in psychologically teaching the kids through the good and bad times of the projects and engaging discussions that would enable them to work more efficient and encourage themselves.

Every school day will start with a thirty minutes engagement about the project which the class is involved in. the other part of the morning would be distributed on the basis of academic lessons. Conversely, as an alternative to a standard lesson, my school would bring in being each subject as a significant and integral part of the life. The children would be introduced to lessons of how important it is to be free and what life is in areas that freedom is not part of the normal life, the freedom of socializing, among others. Mathematical lessons would definitely be mandatory; the children would be introduced to practical application of numbers.

Moreover, academic lessons would be distributed into two sections. The first half would be a basic skill lesson where children are introduced to learning principles or fundamentals. This lesson would offer the children time to develop their skills and familiarity, approximately two years. This takes to fact that children cannot be involved in the second part of the lesson which is more advanced. The second part of the lesson would be the advanced class. It is here where children would be able to get the skills and experience of a more advanced learning. This would part cannot take part unless the children are offered the basics which are in lesson one. This second part of the lesson will similarly take two to three years. It is hence that when one is through with this part of the lesson that one is able to get involved in the projects. The students in the first lesson would be known by a unique name – “first halfers– while the second lesson students would be known as – the “second halfers’.

No form of grading or competition would be presented; it is noted in the current schools competition and grading creates the venue for cheating hence presents the wrong sense of ability by the children making the projects be all about the exams. The encouragement to work would be acquired from the need to acquire respect of the staff and fellow pupils and acquire a sense of self-identity. Their engagement would rely on their desire and fulfillment of publically acquiring their talents. However as the children get to get involved in the projects they will be assessed on their project success and that is what their ability would be judged on.

Different from the present systems of education for young children which expects the negative, by applying poor results and disciplinary measures to dampen the children, my school would have a better fortification as a fundamental principle of its educational philosophy. The young children would be constantly praised for their exemplary work and be coached on complimenting their fellow students. As opposed to being coached on shunning the negative, students would actively look for the good and acquire them. It is for this same reason that young children in a small football team would not want to not get involved in the football, no kid in my school would desire to be left out of a school team for bad behavior and be told to sit out and not get the lesson he or she deserves- it would not be good to him on an individual or collective level.

Each and every afternoon, the school will offer for engagement several creative activities like art, music, reading and writing. A section of this time period would be devoted to their respective class projects. Once a day in every week, the children would take time in the afternoon in “Interaction time,” it is here that the children would be offered the chance to speak out their feelings on any matter, be it home, school or personal matter. It is through these sessions that the children and the school would be able to create relationships, nurture the chat of hard matters and solidify the class as a unit. In the bigger sense, this interaction period would be able to assist the young children to develop communicative skills as opposed to keeping their issues to themselves, making it possible for them to generate happiness as adults.

It is in respect to with this policy of positivity and sincerity, that the children would be in a good position to resolve disagreements between the students through a more appropriate procedure. The skills of being able to cooperate and understand the view of another individual would hence be incorporate in the children at the early stages of their lives. The students would freely speak out their disagreements in the class in the presence of the other students, with optimum flourish anticipation of any concession made. It is through this that that positive devotion will be acquired from doing positive things and resolving it. The sort of acts that would not be allowed would be bullying (OECD, 2010). In the school, these aggressors would be handled in the best way possible. If several cases arise, or the matter was not sorted out before the student enters the older stages of the learning process, their inclusion in the school would be reassessed.

5. Conclusion

These ideas take to fact that children take in what they experience at home, school and from friends as they grow up. Before they reach the sixth grade, their brains have already acquired and internalized what they have experienced. Beginning a process of positive reinforcement, group work and personal learning at the tender age, the children would be able to build a sense of self-esteem, control and desire to know that students should be happy human being as they grow up. If these ideas could be put to application, the learning environment in the school would be one interesting passage as important it would be for creating an emotional knowledge as it be in developing the skills in education. Learning would not be a mandatory learning process, but a satisfying, exciting experience for children. More significant, with graduation from the school, the students would have a rigid-internal state of objective that would make them more equipped for life.

Bibliography

Bailyn, E. (2012, January 19). My Ideal School. Retrieved April 11, 2011, from Early Writing of Evan Bailyn: http://evanbailyn.net/thoughts-on-life/my-ideal-school/

Burke, C. (Aug 5, 2003). The school I’d like: children and young people’s reflections on an education for the 21st century. New York: Routledge.

Morrison, G. S. (2006). Early Childhood. New Jersey: Pearson.

OECD. (2010). Early Childhood Education and Care. Education Today 2010: The OECD Perspective, 12.

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