PROGRAM
In our explorations and studies over the past several years we have recognized the
importance of the environment as the "third teacher" in the
classroom. It is the design and use of space that encourages, communicates, and
relates to children's natural curiosity and preparedness to learn. Therefore, our
environments are organized, beautiful, warm, and homelike, offering a wealth of
materials and equipment designed specifically to stimulate and provoke investigations
of interest to children.
Children learn through their interaction with peers, adults, the world around them
and symbols. The My School environment and program invites children to partake
in that process by offering small and large group investigations of interests
such as the study of the metamorphosis of the monarch butterfly, or how and why
apples grow in New Hampshire. Children share what they notice, what they
wonder, and speculations of what they think will happen in any number of short
and/or long term "projects"
Teachers often refer to this style of teaching as one of "playing catch":
children express an interest or curiosity about a topic; teachers provoke their
thinking with questions, book, slides, or real objects; children respond with more
questions or information; teachers, in return, provide experiences and materials to
further children's understanding by inviting and encouraging them to represent what
they are learning with a wide and rich variety of opportunities involving art, music,
language, science and/or physical activities.
Throughout this process teachers are continually documenting what children are
saying and doing through written conversations, anecdotal records, and
photographs. This documentation acts as a guide that staff reviews and studies to
develop curriculum plans on a daily, weekly and monthly basis. Developmentally
appropriate skills and concepts are integrated into project studies continually.
We see children as 'communicators' and, therefore, understand the importance of
fostering their intellectual development through a methodical system that includes a
developmental program of language and math; arts, including movement, music,
dance, drawing painting, sculpturing, shadow play and puppetry; communication
skills; science; computer; and physical development.
Teachers are partners in the learning process. On a weekly basis our staff meets to
pursue the documentation and development of projects and children's needs. This
collaboration process helps teachers in facilitating children's exploration, research
and investigations of long and short term projects; problem solving; decision
making; and symbolic learning.
Equally important is the child's interactions with their peers and adults, and with a
family/community partnership. One of a child's greatest learning tools will be
through their social interactions at home, at school and in the world. We engage in
group meetings to disperse information, as well as discuss social issues that arise in
classroom living, on a daily basis. Theme based social skill developmental literature
abounds in our library and programs. Our open door and family partnership
program encourages parents and relatives to share ideas and skills, or come in for
just a cup of tea! Family meetings include traditional events, such as our Applefest
in Oct., discussions of what projects we are working on or, perhaps special
classroom presentations. All these interactions combine in offering children and
families a safe, secure and caring atmosphere to learn, play and grow in.
In our explorations and studies over the past several years we have recognized the
importance of the environment as the "third teacher" in the
classroom. It is the design and use of space that encourages, communicates, and
relates to children's natural curiosity and preparedness to learn. Therefore, our
environments are organized, beautiful, warm, and homelike, offering a wealth of
materials and equipment designed specifically to stimulate and provoke investigations
of interest to children.
Children learn through their interaction with peers, adults, the world around them
and symbols. The My School environment and program invites children to partake
in that process by offering small and large group investigations of interests
such as the study of the metamorphosis of the monarch butterfly, or how and why
apples grow in New Hampshire. Children share what they notice, what they
wonder, and speculations of what they think will happen in any number of short
and/or long term "projects"
Teachers often refer to this style of teaching as one of "playing catch":
children express an interest or curiosity about a topic; teachers provoke their
thinking with questions, book, slides, or real objects; children respond with more
questions or information; teachers, in return, provide experiences and materials to
further children's understanding by inviting and encouraging them to represent what
they are learning with a wide and rich variety of opportunities involving art, music,
language, science and/or physical activities.
Throughout this process teachers are continually documenting what children are
saying and doing through written conversations, anecdotal records, and
photographs. This documentation acts as a guide that staff reviews and studies to
develop curriculum plans on a daily, weekly and monthly basis. Developmentally
appropriate skills and concepts are integrated into project studies continually.
We see children as 'communicators' and, therefore, understand the importance of
fostering their intellectual development through a methodical system that includes a
developmental program of language and math; arts, including movement, music,
dance, drawing painting, sculpturing, shadow play and puppetry; communication
skills; science; computer; and physical development.
Teachers are partners in the learning process. On a weekly basis our staff meets to
pursue the documentation and development of projects and children's needs. This
collaboration process helps teachers in facilitating children's exploration, research
and investigations of long and short term projects; problem solving; decision
making; and symbolic learning.
Equally important is the child's interactions with their peers and adults, and with a
family/community partnership. One of a child's greatest learning tools will be
through their social interactions at home, at school and in the world. We engage in
group meetings to disperse information, as well as discuss social issues that arise in
classroom living, on a daily basis. Theme based social skill developmental literature
abounds in our library and programs. Our open door and family partnership
program encourages parents and relatives to share ideas and skills, or come in for
just a cup of tea! Family meetings include traditional events, such as our Applefest
in Oct., discussions of what projects we are working on or, perhaps special
classroom presentations. All these interactions combine in offering children and
families a safe, secure and caring atmosphere to learn, play and grow in.
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