Best Nursery School in Patna for Kids [Bihar Ranking 2022]
Top 10 Nursery School in Patna for Kids [Bihar]
Junior Oxford PreSchool
Organic Kids Pre School
New Patliputra Colony, Patna
Mount Litera Zee School
Army Public School
Bachpan Play School
Dr D Y Patil Pushapalata Patil International School
Presidency Global School
Radiant International School
Leeds Asian School
Bailey Road, Patna
Mount Litera Zee School
Which school is best for nursery in Patna?
Junior Oxford PreSchool is the best nursery school in Patna for Kids.
Ranking by The Magadha Times
Written By Nishant Chandravanshi 🙂
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Best Nursery School in Patna for Kids
1. Junior Oxford PreSchool Contact Details
2. Organic Kids Pre School Contact Details
3. Mount Litera Zee School Contact Details
4. Army Public School Contact Details
5. Bachpan Play School Contact Details
6. Dr D Y Patil Pushapalata Patil International School Contact Details
7. Presidency Global School Contact Details
8. Radiant International School Contact Details
9. Leeds Asian School Contact Details
11. Little Einsteins Contact Details
12. Little Millennium Contact Details
13. Hello Kids Contact Details
14. Riverdale Play House Contact Details
15. Kangaroo Kids International Preschool Contact Details
Top 10 Nursery School in Patna for Kids [Bihar]
Nursery School India
Preschool education in India is not yet officially recognized by the government and is largely run by private companies. Playschools that care for very young children are in high demand, with an increase in families in which both parents are working.
However, a positive step has come forward towards formalizing preschool education through NEP (National Policy on Education) 2020.
NEP 2020 places great importance on early childhood care and education, advocating that the baseline stage (3 up to 8 years) is critical and requires official/formal intervention. NEP 2020 has advocated replacing the traditional 10+2 schooling system with the 5+3+3+4 system.
Nursery School Ireland
Starting in the year of 2010, Ireland passed a law stating that all children under the age of 3 years and 2 months and 4 years and 7 months are eligible to attend preschool free of charge.
Before the passage of this law, there were a large number of children who did not participate in the early childhood education programme.
The programs offered were voluntary and required parents to pay a hefty fee per child. This left many families with no option but to keep the children at home.
The government soon realized that a large number of children in the first years of primary school were in trouble and that parents were forced to stay at home as they were unemployed. Once the government released the Free Preschool Scheme, Ireland’s preschool enrollment rate increased to around 93%.
Nursery School Japan
Young children in a kindergarten in japan
In Japan, the development of social skills and a sense of belonging to the group are major goals. Classes have a maximum of 40 students to reduce the teacher’s role and increase peer interaction.
Participation in group activities is highly valued, for example, some schools count a child who stands near the group practice session. Children are taught to work harmoniously in large and small groups and develop co-operation, kindness and social consciousness.
The most important goal is to provide a thriving social environment that increasingly alienating nuclear families do not provide; unstructured playtime is valuable.
Children are allowed to settle disputes with each other, including physical fights. Most behavioural problems are caused by the inappropriately expressed emotional dependence of the child.
Treatment involves accepting the child rather than treatment with drugs or punishment. Japanese culture attributes success to effort rather than to innate talent, prompting teachers to ignore innate differences between children by encouraging and praising persistence.
They work to ensure that all students meet the standard but each reaches their potential. Although preschools display great diversity, most target age-appropriate personal development, such as empathy learning, rather than academic programs.
Academic programs are more common among Western and Christian preschools.
The study of early childhood education (ECE) in China has been deeply influenced by the reforms and progress of Chinese politics and economy. Currently, the Chinese government has shown interest in early childhood education, implementing policies such as The Guidance for Kindergarten Education (trial version) in 2001 and the National Education Reform and Development of Long-Term Planning Programs (2010–2020) .
It has been found that China’s kindergarten education has changed dramatically since 1990.
In recent years, various Western curriculum and pedagogical models have been introduced to China, such as the Montessori program, Reggio Emilia, Developmentally Appropriate Practice (DAP), and project approaches.
Many kindergartens have faced difficulties and challenges in adopting these models in their programmes.
Therefore, a heated debate has been initiated among early childhood researchers and practitioners about how Western curriculum can be appropriated in the Chinese cultural context.
Research has shown that the most important objectives of promoting curriculum reform are to improve the professional knowledge of kindergarten teachers, such as their understanding of the concept of play and pedagogy, and the notion of inclusion and kindergarten-based curriculum.
Furthermore, within the process of reform, family education and family cooperation in child development cannot be ignored. Early childhood education in China has made dramatic progress since the 1980s.
In Tobin, et al. 2009, which studies three cultures, continuity and change in systems of early childhood education is evident. The project report Zhongguo Xueqian Jiaoyu Fazhan Zhanlue Yanjiu Ketizu 2010 reflects the development of China’s early childhood education and traces the current status of the development of early childhood education.
The historical development of Chinese early childhood education points to three distinct cultural threads, including traditional culture, communist culture, and Western culture, that have shaped early childhood education in China, as demonstrated in Zhu and Zhang 2008 and Lau 2012 has been done.
In addition, at present, the authorities intend to establish an independent budget for the ECE sector to support early childhood education in administrative rural areas (Zhao and Hu 2008). High-quality educational provision for children living in rural areas will be another goal for the Chinese government. Several researchers have described in detail the important issues of early childhood education, especially teacher education.
An exploratory study in Hu and Szente 2010 (cited under Early Childhood Inclusive Education) indicated that Chinese kindergarten teachers tend to have a negative attitude toward the inclusion of children with disabilities, as they have sufficient knowledge and skills to work with this population. Skill is not.
This indicates that kindergarten teachers need to improve their perceptions of children with disabilities. In addition, Th 2007 focused on issues of professional development of new early childhood teachers and provided some practical suggestions for how new teachers deal with important events in their daily teaching practices.
Concerning supporting families for the early development of their children at home, the focus should be on family education and there is a need to enhance the collaborative partnership between kindergarten and the family.
Teachers’ attitudes towards family intervention are an important aspect of teacher-family cooperation. Therefore, kindergarten teachers should support family members in their role as the child’s first teacher and build collaborative partnerships with the family, as presented in Ding 2007.
In addition, kindergarten teachers should be treated as active researchers in the role of children. This supports the co-construction of children’s learning knowledge concerning their initiation/subjectivity into role-playing (Liu, et al. 2003).
The boisterous play is accepted. Children are allowed to play with water guns or make toy swords out of paper. Gun control is widespread, and real firearms are rarely seen in Japan, but playing with toy weapons is acceptable and encouraged.
Best Nursery School in Patna for Kids
Nursery School Lithuania
As per the Law on Education (Article 6, 1991, as last amended in April 2016), pre-school education is a part of non-formal education. According to the 7th article of the law, “the object of pre-school education shall be to help a child satisfy implicit, cultural (including ethnic), social and cognitive needs.”
Notwithstanding the provision for pre-school education to be an independent function of a municipality, the law regulates the pre-school curriculum to be “prepared in compliance with the norms of the pre-school curriculum approved by the Minister of Education, Science and Sports”, [ and] shall be enforced by pre-school education schools, general education schools, independent teachers or other education providers” (Article 7 Part 4).
Pre-school education facilities (that is, kindergartens) by law are owned by the public (state or municipal) ) as well as private.
Nursery School North Korea
Preschool education in North Korea is public and provides various activities such as dancing, math, drawing and Korean, as well as basic abilities such as using spoons and respecting elders.
North Korean kindergarten education includes themes common to North Korean propaganda. Topics include the life of Kim Il-sung, the Japanese occupation of Korea, and the Korean War. Children are taught to enjoy military games and to hate miguk nom, or “American bastards”.
Nursery School Turkey
Preschool education in Turkey starts from the age of 5 while primary level education starts from the age of 6.
Nursery School the United Kingdom
In the UK, there is some local government funding for children aged two to four years in nursery classes or pre-school education in schools. Pre-school education can be provided by childcare centres, playgroups, nursery schools and nursery classes within primary schools.
Private voluntary or independent (PVI sector) nursery education is also available throughout the UK and varies between structured pre-school education and a service offering child-minded facilities.
The nursery also called FS1 in England is the first year of foundation before going into primary or babies.
Nursery school curriculum goals are more specific than childcare but less difficult than elementary school. For example, the Scottish Early Years Framework and the Curriculum for Excellence define expected outcomes at this age as well. In some areas, the provision of nursery school services is on a user-paid or limited basis while other governments fund nursery school services.
Nursery School England
A voucher system for nursery provision was introduced under the Major Government in England and Wales, providing 15 hours of free childcare or education per week for three- and four-year-olds, most of it in reception classes in primary schools. was provided through This was replaced by the Blair government with direct funding by the local education authorities.
Every child in England is therefore entitled to 15 hours of free childcare funding per week in the first school period after their third birthday. Pre-schools in England follow the early education goals set by the Early Years Foundation Stage for Education, produced by the Department for Children, Schools and Families, which continues into their first year of school. Four.
This year of school is commonly called the reception. Elementary education goals cover the main areas of non-subject-based learning. These areas include
- Personal, social and emotional development (core areas)
- Communication and Language (Major Areas)
- Physical Education (Prime Area)
- Literacy (Specialized Area)
- Mathematics (Specialized Area)
- Understanding the World (Specialized Area)
- Expressive Arts and Design (Specialized Area)
Until the mid-1980s, nursery schools only admitted students in the final year (three terms) leading up to their entry into primary school, but students now attend nursery school for four or five terms. . It is also common for many children to go to nursery much earlier.
Many nurseries have the facility to take babies as a guide, using the ‘Early Years Foundation Stage, to give each child the best possible start to becoming a competent learner and skilled communicator.
Nursery School Wales
The provision in Wales followed that of England until divergence and later split. Early years education in Wales is now provided half-time for children aged 3–4 (nursery) and full-time for children aged 4–5 (reception). Since 2005 it has been a statutory duty for all local education authorities to secure adequate nursery education for children in their area from the period after their third birthday.
Currently, the early year’s curriculum in Wales, produced by the Welsh Assembly Government Department for Children, Education, Lifelong Learning and Skills, is set out in the booklet “Desirable Outcomes for Children’s Learning Before Compulsory School Age”.
Best Nursery School in Patna for Kids
However, a new ‘Foundation Phase’ covering 3 to 7-year-olds is being launched across Wales since 2008, with a focus on ‘playing through play’, which includes seven areas of learning Are included:
- Personal and social development and wellbeing
- Language, Literacy and Communication Skills
- Mathematical development
- Bilingualism and Multicultural Understanding
- Knowledge and understanding of the world
- Physical development
- Creative development
Nursery School Northern Ireland
Age 3 and older can apply for funded nursery school places in Northern Ireland. Preschool education is provided by preschools, also known as playschools or playgroups. A nursery school is allowed to enrol a maximum of 26 children in a class, in which the curriculum is delivered by a qualified teacher and a nursery assistant.
A preschool, which offers the same curriculum, is also allowed to admit a maximum of 26 children in any one semester. However, the personnel rules are different. Must have a supervisor with NVQ 3 qualification in Child Care (or equivalent) in preschool.
There must be one qualified and verified adult for every 8 children. Funding applications are made through PEAGs (Preschool Education Advisory Groups). Both nursery and preschool settings are overseen by the Inspectorate of Education and Training. Preschools are also subject to inspection by local social services.
Nursery School Scotland
In Scotland, a voucher system for part-time pre-school provision was introduced in parallel with under the Government of England and Wales Major, but with a greater emphasis on age-appropriate education rather than simply in child care, and the use of reception classes in primary School with abstinence. Children are now entitled to a place in the nursery class on reaching their third birthday.
It gives parents the option of two years of funded pre-school education before the start of the first year of compulsory education, the primary one. Nursery children who are three years old are called pre-preschoolers, while four-year-olds are called pre-schoolers.
The curriculum for pre-school education excellence in Scotland is planned around an introductory level that identifies outcomes and experiences from the following eight curriculum areas:
- expressive art,
- health and wellbeing,
- religious and moral education,
- social study
The Care Commission is responsible for reviewing care standards in Scottish nurseries.
Nursery School United States of America
In the United States, nursery school is provided in a variety of settings. In general, pre-school is voluntary and promotes development in children through planned programmes.
Pre-school is defined as: “centre-based programs for four-year-olds who are wholly or partly funded by state education agencies and which are in schools or under the direction of state and local education agencies.” are operated”.
Pre-schools, both private and school-sponsored, are available for children between the ages of three and five. Many of these programs follow the same curriculum as pre-kindergarten.
In the United States, preschool education emphasizes individuality. Children are often allowed to choose from a variety of activities, using a learning centre approach.
During this time, some children draw or paint, some play at home, some play with puzzles, while some listen to the teacher and read the story aloud. Activities are different in each session. It is recognized that every child has particular strengths and weaknesses to be encouraged or improved by teachers.
A typical assumption is that “children’s play is their job” and that by allowing them to choose the type of play, the child will meet their developmental needs. Preschools also adopt American ideas about justice, such as the rule of law and the idea that everyone is innocent until proven guilty.
Teachers do not always actively intervene in disputes and encourage children to resolve disputes independently using verbal strategies (“use your own words”), stating the problem or issues fairly, and then discussing what steps can be taken to resolve it. The punishment which may or may not include time out is rarely done by teachers.
Children are encouraged to apologize after understanding what has happened, rather than apologizing blindly. Children are also encouraged to think about what steps they can take to compensate for their misbehaviour.
Before deciding to impose any punishment, teachers explain to the children what happened and what was wrong with their behaviour. Self-expressive language skills are emphasized through informal interactions with teachers and structured group activities such as show and tell exercises that enable the child to describe an experience to an adult.
Resources vary depending on the student’s wealth but are generally better equipped than in other cultures.
Best Nursery School in Patna for Kids
Nursery School cooperative preschool
Formally started in 1916, cooperative preschools are common throughout America and focus on providing a preschool environment for children and parents that fosters cooperative ideas.
- parent involvement
- parental involvement
- Parental education in early childhood education programs
- early lead
Head Start and Early Head Start aim to enhance school readiness for young children in low-income households.
These programs serve children from birth to age five, pregnant women and their families. Head Start was started by the federal government in 1964 to help meet the needs of less-privileged pre-school children.
The Office of Economic Opportunity launched Project Head Start in 1965 as an eight-week summer program.
It was transferred to the Office of Child Development in the US Department of Health, Education and Welfare in 1969. Today it is a program. Administration on Children, Youth and Families in the Department of Health and Human Services.
Programs are administered locally by school systems and non-profit organizations.
Services Provided by Head Start
- Disabled – All programs cover fully disabled children
- Education – Head Start aims to ensure that children enrolled in the program are ready to start school. The activities are geared towards the skill and knowledge domains.
- Family and Community Participation – Both groups are involved in the conduct, governance and evaluation of the programme.
- Health – Health is seen as an important factor in a child’s ability to thrive and develop. The program offers screenings to evaluate the child’s overall health, regular health checkups, and good practices in oral health, hygiene, nutrition, personal care, and safety.
- Program Management and Operations – “Focus on delivering high-quality child development services to children from low-income families.”