Webpage nursery school

BeNS’ aim is to develop each child in all his/her aspects.

  • Socially - in relation to other people.
  • Emotionally - in relation to his/her feelings.
  • Physically - in relation to his/her body.
  • Intellectually - in relation to his/her understanding.
  • Aesthetically- in relation to his/her artistic and musical appreciation.
  • Morally – in relation to his/her and the school’s values.

We need to remember at all times that learning is an individual and personal experience for each child, as every child learns in his/her own way and at his/her own pace.

“To say don’t play” is to say “Don’t learn.” Anonymous.


  • For each child to see himself/herself as a member of a group by interacting both with his/her peers and with adults.
  • To provide a secure and stimulating environment in which the child is able to practise and use his/her knowledge.
  • For each child to learn to control his/her physical movements, both large and small, by using his/her own body to understand concepts.
  • For each child to handle real and concrete objects to gain information so that he/she may order his/her knowledge and understanding.
  • To develop sensory awareness by having the opportunity to use all of his/her senses when exploring and discovering.

To read more about sensory play, download the article written by Mrs Tracy Newman.


“Play is the serious business of childhood.” Jean Piaget

Nursery School Webpage


Social Development

  • To help the child to share attention and equipment with others.
  • To provide an environment where the egocentric child learns to adapt and adjust to the needs of others, sometimes being allowed to assert him/herself, while at other times need to compromise.
  • To help the child understand that others also have needs, feelings, and rights. This social learning takes place largely between children in play situations.
  • To help the child to learn that it feels good to help others.

Emotional Development

Development of trust

  • To establish a feeling of trust towards the people around him/her.  As he/she learns that people can be depended on, he/she realises that he/she is valued and important.
  • To provide a safe, secure environment where he/she is supported and accepted by those around him/her.

Development of independence.

  • To develop active involvement and discovery of concrete experiences.
  • To guide discovery in an age appropriate environment.

Development of initiative.

  • To encourage the child to explore, act and do.
  • To allow the child to express his/her thoughts, ideas, feelings and experiences.

Physical Development

Gross Motor Development

  • To be given the opportunity to use his/her large muscles in energetic play
  • Playground equipment should promote and provide the following experiences:
    • Crawling through
    • Climbing up and down
    • Balancing on
    • Hanging from
    • Pushing and pulling
    • Lifting
    • Pedalling
  • Construction and fantasy play
  • Ball games

Fine Motor Development

  • The child is expected and encouraged to attempt tasks using a variety of creative and manipulative materials such as threading, puzzle building, building blocks, cutting and drawing basic representations.

Intellectual/ Cognitive Development

  • This is fostered once the child is socially competent, emotionally stable and physically healthy.
  • Active exploration, experimentation and discovery are promoted.
  • Learning must be fun.
  • Informal talk is encouraged so that the child can learn about concepts in an incidental way. The child is given a sound language base which allows him/her to express his/her thoughts.

Aesthetic  Development

  • The process of creating is what is important, not the end product.
  • The three progressive stages of creativity are started:
  •  Investigative stage – the child explores the material itself in order to investigate its properties.
  • The act of manipulating and exploring provides satisfaction and pleasure in itself.
  • Unstructured stage – the child uses the material in a free and unstructured way.

Musical Appreciation

  • The child is taught songs and rhymes as well as being encouraged to move and dance to music.


  • For each child to see him/herself as a social being, playing and learning co-operatively within a social group.
  • To develop a positive, confident approach to learning which will allow the child to cope with his/her world using his/her knowledge and skills to solve problems and understand what he/she learns.
  • To develop and improve his/her large and fine muscle control in a progressive sequence while providing a good balance between opportunities to practise skills and opportunities for challenge and growth.
  • To move from concrete to abstract learning where knowledge can be absorbed, stored and transferred from one situation to another.
  • To make available a variety of creative activities where the child can express his/her artistic ideas using his/her senses.


Social Development

  • To provide an environment where the child develops a greater tolerance and understanding that each individual is entitled to his/her own point of view.
  • To help the child explore the joys of friendship.
  • To promote collaborative exploration (working together) so that his/her sense of self-worth as he/she accepts the soundness of his/her contributions, is promoted.
  • To encourage verbal interaction so that no child is a passive listener in the learning environment but an active social participant who is able to discuss, question and argue in a socially appropriate manner.

Emotional Development

Development of trust

  • To create a climate of acceptance in which each individual is valued and respected while rules are consistent, fair and appropriate.
  • To encourage the child to establish his/her own self-worth and to recognise the worth of others.

Development of independence.

  • To promote active exploration and discovery with the child being able to “do for him/herself” thereby making his/her own decisions.
  • To expose the child to a structure of teacher directed activities alternating with child-initiated activities.
  • To develop a realistic understanding of his/her abilities.

Development of initiative.

  • To encourage the child to make plans and decisions.
  • To encourage the child to attempt challenging tasks.
  • To encourage the child to concentrate and complete a given task independently.

 Physical Development

Gross Motor Development

  • Playground equipment should promote and provide the following experiences:
    •  Crawling through
    •  Climbing up and down
    •  Balancing on
    •  Hanging from
    •  Pushing and pulling
    •  Lifting
    •  Pedalling
  • Construction and fantasy play
  • Ball games

Fine Motor Development

  • To give the child the opportunity to complete age-appropriate tasks using a variety of creative and manipulative materials that require short spells of concentration and perseverance.

Intellectual/ Cognitive Development

  • The child is kept in touch with his/her feelings, encouraged to use original ideas, to problem solve while using language, as well as encouraged to reason and use his/her thinking skills.
  • As the child becomes involved in self-directed activities, he/she experiences the pleasure and satisfaction of being actively involved in his/her own learning. In doing so, he/she develops a positive response to work and realises that learning is fun.
  • Discussion is promoted so that language, thinking and concept formation go hand in hand.

 Aesthetic  Development

  • Creative activities allow the child to explore and control materials in an artistic and creative way.
  • They encourage perseverance to complete a task using logical thought and problem-solving.
  • The ability to be creative promotes emotional well-being while the act of creating allows the child to draw on his/her intellectual understanding in an imaginative way.
  • Unstructured stage – once the qualities of the material have been explored and the child has gained some skill in handling it, he/she progresses to using the material creatively.
  • Representational stage – the child uses the material with intent or purpose with a view to using it in a picture or construction.

Musical Appreciation

  • The child dances and moves freely to music as well as learn more complicated songs and rhymes.

Moral Development

  • The child develops an understanding of right and wrong through discussion, imaginative play and problem-solving.
  • The core values of the school are upheld.


«  To encourage the development of the whole child:  his/her social, emotional, physical and intellectual well-being while functioning as a member of a group.

«  To provide an environment in which the child is actively involved in each learning experience.

«  To offer activities which are both self-chosen and teacher directed so that not only does the child exercise his/her own choice but also learns to follow adult instruction.

«  To develop keen sensory perceptions

«  To develop skills of reasoning and logic according to age.

«  To develop achievement motivation.

«  To follow a carefully planned programme of learning experiences which progressively expose the child to the skills required for formal learning in Grade One.


To provide opportunities for the child to learn to:

  1.   Conform to requests and demands from adults.
  2.   Complete a given task within his/her capabilities.
  3.   Work independently of others where necessary.
  4.   Show ability, concentration and motivation to do a task well.
  5.   Use his/her own initiative.
  6.   Accept challenges and attempt the unknown.
  7.   Show acceptance of success and failure within reason.
  8.   Control his/her behaviour within reason.
  9.   Co-operate in small and large groups – show his/her ability to be actively involved.
  10. Give and take - share not only objects but attention.
  11.  Have adequate gross motor co-ordination.
  12.  Have adequate fine motor co-ordination.
  13.  Demonstrate adequate hand and foot co-ordination.
  14.  Have a definite left or right dominance.
  15.  Display adequate perceptual and cognitive skills such as figure ground, form perception, position in space, spatial relations, sequencing, and rhythms.
  16.  Understand what is expected of him/her – listening skills.
  17.  Sit quietly at a table getting on with tasks for an extended period of time.
  18.  Develop visual and auditory memory, recall and discrimination


The teacher is the key person in creating an atmosphere of learning through play. The environment must provide the child with a feeling of being respected and appreciated while being praised and encouraged for what he/she can do.

The teacher will assist the child to develop a positive belief in him/herself while providing a structured and predictable routine with definite boundaries. She will handle the child in a consistent and reasonable manner, particularly when imposing discipline.

The teacher will encourage a lessening of egocentric behaviour and the growth of interactive social co-operation, which provides the child with the tools to exchange ideas and learn from his/her peers.

The teacher must consider the development of the large and fine muscles in her planning. The playground equipment must be safe but challenging and some lessons must be designed to develop the large muscle skills e.g. balance, ball skills and body control. Fine muscle co-ordination and control is challenged through creative and artwork activities. A variety of creative activities enable the child to develop their fine motor skills.

“To teach is to touch a life forever.” Anonymous


Are you looking for a quality Preparatory  school? 

Contact our admissions department.
T: 010 591 5004

Related Sites:

Kyalami Schools NPC
Kyalami Preparatory
Beaulieu College

A member of the Independent Schools Association of Southern Africa (ISASA),
Southern African Heads of Independent Schools Association (SAHISA). Accredited by Umalusi

Independent Schools Association of Southern Africa Independent Examination Board Beaulieu College Kyalami Preparatory Beaulieu Preparatory

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