Our Philosophy
Learning through Play
Because we believe that young children learn best through play and exploration, we have carefully chosen learning materials and activities to meet the developmental needs of the children. Learning time in the multiage Preschool class utilizes a centers and small group based approach. As children move to the Pre-K classroom, more whole-group instruction is added.
During learning time in the Preschool and Pre-K classes, several independent centers are open based on children's interests and learning needs. Centers can include art, literacy (reading and writing), math, science/sensory, gross motor, fine motor, and block/building play. During center time, children are able to practice choosing activities and working on them independently—another important skill for kindergarten readiness.
As children play, we work with children one-on-one and in small groups to move everyone towards kindergarten readiness in the content areas outlined in the Missouri Early Learning Standards. This learning takes place through games and child-centered activities, so children never feel pressured or bored!
In the Infant/Toddler classroom, learning is done through lots of playing and lots of talking! In this classroom, the teachers play alongside children, describing the play to expand vocabulary and suggesting new ways to play. At learning time in the Infant/Toddler class, the children have a safe environment and age-appropriate materials to explore freely, and play materials are rotated frequently to maintain interest and to provide new experiences.
During free play, children also learn through play. During this time all children are free to play in a way that is up to them, within safety guidelines. Teachers observe and supervise during this time—interacting with children when they seek us out, but in general letting them explore and play on their own. This time provides children a chance to practice social skills, to problem-solve, and to experiment with the world around them!
What we do not have is paper and pencil seatwork. We believe these kinds of activities are not developmentally appropriate for preschoolers and they are not a part of our curriculum. (Please see this article from Early Childhood News for more information about our play vs. worksheets philosophy).
Meeting Times
We also believe young children have a normal, natural desire to be moving. Too much sitting still creates behavior problems. However, the structure of Pre-K and kindergarten programs in almost every school will require students to sit still and learn for relatively long periods of time. We have designed several whole group meeting times throughout the day to help children practice the "sitting and listening" skills they will need in a way that allows them to feel successful rather than restricted. Our meeting time includes music, movement, and games—so everyone is learning to meet as a group, but they are moving too. In the Infant/Toddler classroom, brief, optional circle times with music and read-alouds are introduced. As children get older, these meeting times begin to incorporate more elements of traditional Kindergarten meetings, like letter and number charts and share time, so that by the summer before Kindergarten children are able to successfully participate in a meeting that is very similar to what they will experience when they enter the public schools.
Mixed-age Whole Group Time
We believe that young children are most successful when they have a balanced experience between learning with same age-peers and in multi-age groups, and studies show that children often learn best from other children rather than adults. When the Pre-K and Preschool groups come together at pick-up, drop-off, and outside time, both groups benefit as children teach and learn from each other. The older children demonstrate skills and language to the younger children directly or by example, and learn to be kind, patient, and responsible community members by helping the younger children and accommodating their play so everyone can join. The younger children absorb information about social cues and behavior, and learn new skills and behaviors while trying to "keep up" with their older peers.
Mixed-age group times also give Preschool and Pre-K siblings who may have been playing together all day before they enrolled a time to play together. Our mixed-age group times also give children who do not have siblings an opportunity to form sibling-like play relationships with other children in our care.
Schedule
You can find more information about our schedule here. Our schedule is not set in stone—we try to keep meal times and nap times the same every day, but because we are a child-centered learning environment, we try not to stop an activity the children are engaged in (or continue one they are not engaged in!) just to keep on schedule.
Because we believe that young children learn best through play and exploration, we have carefully chosen learning materials and activities to meet the developmental needs of the children. Learning time in the multiage Preschool class utilizes a centers and small group based approach. As children move to the Pre-K classroom, more whole-group instruction is added.
During learning time in the Preschool and Pre-K classes, several independent centers are open based on children's interests and learning needs. Centers can include art, literacy (reading and writing), math, science/sensory, gross motor, fine motor, and block/building play. During center time, children are able to practice choosing activities and working on them independently—another important skill for kindergarten readiness.
As children play, we work with children one-on-one and in small groups to move everyone towards kindergarten readiness in the content areas outlined in the Missouri Early Learning Standards. This learning takes place through games and child-centered activities, so children never feel pressured or bored!
In the Infant/Toddler classroom, learning is done through lots of playing and lots of talking! In this classroom, the teachers play alongside children, describing the play to expand vocabulary and suggesting new ways to play. At learning time in the Infant/Toddler class, the children have a safe environment and age-appropriate materials to explore freely, and play materials are rotated frequently to maintain interest and to provide new experiences.
During free play, children also learn through play. During this time all children are free to play in a way that is up to them, within safety guidelines. Teachers observe and supervise during this time—interacting with children when they seek us out, but in general letting them explore and play on their own. This time provides children a chance to practice social skills, to problem-solve, and to experiment with the world around them!
What we do not have is paper and pencil seatwork. We believe these kinds of activities are not developmentally appropriate for preschoolers and they are not a part of our curriculum. (Please see this article from Early Childhood News for more information about our play vs. worksheets philosophy).
Meeting Times
We also believe young children have a normal, natural desire to be moving. Too much sitting still creates behavior problems. However, the structure of Pre-K and kindergarten programs in almost every school will require students to sit still and learn for relatively long periods of time. We have designed several whole group meeting times throughout the day to help children practice the "sitting and listening" skills they will need in a way that allows them to feel successful rather than restricted. Our meeting time includes music, movement, and games—so everyone is learning to meet as a group, but they are moving too. In the Infant/Toddler classroom, brief, optional circle times with music and read-alouds are introduced. As children get older, these meeting times begin to incorporate more elements of traditional Kindergarten meetings, like letter and number charts and share time, so that by the summer before Kindergarten children are able to successfully participate in a meeting that is very similar to what they will experience when they enter the public schools.
Mixed-age Whole Group Time
We believe that young children are most successful when they have a balanced experience between learning with same age-peers and in multi-age groups, and studies show that children often learn best from other children rather than adults. When the Pre-K and Preschool groups come together at pick-up, drop-off, and outside time, both groups benefit as children teach and learn from each other. The older children demonstrate skills and language to the younger children directly or by example, and learn to be kind, patient, and responsible community members by helping the younger children and accommodating their play so everyone can join. The younger children absorb information about social cues and behavior, and learn new skills and behaviors while trying to "keep up" with their older peers.
Mixed-age group times also give Preschool and Pre-K siblings who may have been playing together all day before they enrolled a time to play together. Our mixed-age group times also give children who do not have siblings an opportunity to form sibling-like play relationships with other children in our care.
Schedule
You can find more information about our schedule here. Our schedule is not set in stone—we try to keep meal times and nap times the same every day, but because we are a child-centered learning environment, we try not to stop an activity the children are engaged in (or continue one they are not engaged in!) just to keep on schedule.
