ABOUT US

Concord Preschool and Kindergarten in Ann Arbor opened in 1989 to meet the needs of the bright, creative or gifted child.  The founder, Jean Navarre, had recently completed a seventeen year journey of founding, building and directing Emerson School, an elementary and middle school for gifted youth in Ann Arbor that still thrives today.  At the time, Ann Arbor was sorely lacking a preschool that specifically met the emotional, social and educational needs of bright, creative or gifted preschoolers.  Concord Preschool and Kindergarten was founded for this reason. Today, Concord Ann Arbor Prechool is located at a lovely and convenient location in that provides all-day, morning-only and afternoon-only programs year round.

It may help you understand how Concord Ann Arbor Preschool and Kindergarten operates if you know a bit about our philosophy for childhood education...

• We believe that no two children are alike.  For this reason, one educational methodology cannot be applied to all.
• We do not agree with any methodology that puts its method above the individual needs of a child.
• We believe in adaptibility.
• We believe that play is an important way children learn about their world.  At the same time, we are not a "play based" school.  We also believe it is our duty to introduce the world to children through meaningful teacher-directed activities.
  
• We believe in letting children's interests influence what we study.
• We believe that children should be encouraged to think creatively, not just go through a series of tasks.
• We encourage interaction among children, so our students develop important social skills.

It may also help you to understand what Concord is about if you understand a few things that we are not...

• Although we do provide care we are not a "day-care center".   We do not, for example, provide infant care.  Our mission is to provide a true "preschool" opportunity.
• We are not a large center.  Our school is small, nurturing, home-like and "child-sized".
• We do not push children beyond what they are ready to learn and succeed at.
• We do not adhere to a "system".  We believe that the individual needs of a child are more important.
  
• We do not have a problem with high staff turnover.
• We are not big.  We are not corporate.  Parent and student input makes a difference in how we do things.

 

Boredom, for any child, is a prison, but for a bright young child, it is especially painful.  The gifted preschooler, too young to recognize what is wrong with the situation, will usually do one of two things, withdraw or act out.

Bright children have different emotional needs than those of average children.  They take in more from their environment and as a result are often more emotional and sensitive.  Their immaturity does not allow them to accurately assess the situation.  This means many bright children cry more often or are more easily frustrated than their peers.

A bright child tends to see his or her self as their own authority.  This does not mean that the child is selfish or self centered, but instead believes that their point of view is as valid as any other, adult or not.  Unless there is a teacher in place who relishes the interaction with a bright child, your bright child will find themself in frequent turmoil with adults, and self esteem can be damaged.

Bright children also can be manipulative. They need teachers who will lovingly set boundaries and enough freedom within an understandable structure so that this negative behavior is not allowed to thrive.

Bright children can also be perfectionists.  Here again a loving teacher will encourage mistakes as a way of learning and the path to “getting it right”.  After all, that’s why there are erasers!

At Concord we see our children as unique and special individuals and make a sincere attempt to individualize their instruction. One child, who had an intense interest in cars, was actually given a real car with a damaged engine to tinker with during his time at Concord.  That child is now at the University of Michigan in Automotive Design.  Another child was disappointed that our “summer camp” program didn’t have a tent.  We decided to provide a large tent that the boy and his father spent an enjoyable Saturday morning assembling. Teachers are constantly bringing in books and items that represent the interests of a particular child.  Every year we do a month of international studies.  The countries studied represent the backgrounds of our families.

At Concord, we do everything in our power to properly challenge and engage the bright child.  We provide the most individualized education so that a child can go as far as they are able to.