About

About RN Kindergarten

Who we are
We're a diverse group of teachers who are experts in early childhood education. We've dedicated ourselves to understanding and developing teaching methods that cater to each child's individual needs so they can grow in a positive way.
A community of involved parents

RN OXFORD provides a stimulating and nurturing preschool environment where parents have communication via

  • RN OXFORD APP
  • Parents: Teachers meet
  • Feedback call

Our Mission

RN Oxford’s mission is to respect children as growing individuals, provides support and varied opportunities to further their thinking, and help them develop a love of learning. We want to meet each child, and each family, where they are, and to foster a community within which optimal growth and learning can take place.
We aim to do this by:
  • Creating an emotionally secure preschool environment with trusted teachers to guide, collaborate, and help extend each child’s thinking.
  • Offering a climate of mutual respect in which children are taken seriously and where children are allowed the chance to formulate, express and try out       their ideas.
  • Providing opportunities to learn about the arts, science, numbers and literacy, in meaningful ways through our play-based curriculum.
  • Refining and extending our own thinking around early childhood education ideas by studying, deliberating and discussing the theories we actively       apply in our preschool classrooms.

The RN Kindergarten Approach

We invite our children to follow their interests, make choices, connect with each other, and come together as a group to share conversations, songs, stories and ideas. Under the guidance of trusted teachers, children explore the arts, science, numbers and literacy in meaningful ways and develop healthy ways to express their emotions, share their ideas and interact with their peers.

Discipline
Helping our students work toward self-regulation

We set clear limits so children understand what is expected and use logical and natural consequences and redirection to help children begin to self-regulate. We want to help children understand how their behavior impacts their experience, as well as others in the group.

We see our role as guides and mentors in the classroom, and as such we don’t impose punishments, but work with children to find appropriate ways to interact with each other.

So, if a child is throwing sand, we might ask why, remind them it’s unsafe, and have them help sweep up the sand. If they’re unable to stop after that, we would help them find a different activity, reminding them that they can return when they’re able to refrain from throwing. We wouldn’t have a child sit isolated in a time out, but would help them engage in another activity.