Begininngs
PreK & Kindergarten
Four and five year olds are explorers. Their enthusiasm and curiosity about the
natural world drive much of the learning in these grades. These years are formative
in helping children learn to be part of a group, understand systems and routines
of school life, and gain a sense of themselves as learners. Emphasis is placed on
social development, personal responsibility and empathy. Our approach to learning
and curriculum is designed to meet the needs of the children’s developing minds
and bodies and to help them feel successful and capable in these first years. Themes
are constructed around the children’s interests, as they explore aspects of themselves,
their family, and the world around them. Routines of the day are structured to allow
children to freely explore and expand their interests. Time is also scheduled to
work on specific tasks to learn, reinforce and expand concepts. There is a balance
between individual, small and large group activities. Partnerships between home
and school are essential aspects of the PreK and K program.
Play is a central component in how children learn and make sense of their world.
Through their dramatic play they recreate scenes that they have observed in real
life and gain insight about the world that surrounds them. It is through play that
children deepen their understanding of their peers, improving their communication
and problem solving skills. Children often incorporate numeracy and literacy activities
into their play, such as playing “store” or “post office.” They develop their small
and large motor coordination while also having the opportunity to create their own
stories and let their fantasy world take flight. Much of the day in both PreK and
Kindergarten is structured to allow students to make choices about different areas
or activities to explore and play.
Although we have separated out the various parts of class curricula for clarity,
they are embedded within a web that is the whole classroom experience. When observing
in a classroom, one might see the entire class gather for morning meeting or students
engaged in a variety of different activities with a happy, productive buzz in the
air. We believe in a curriculum that allows children the opportunity to play, explore,
question, make choices, make mistakes and be problem solvers. These years are social
ones, and learning rarely takes place in a vacuum. We honor the pace of childhood,
recognizing and celebrating individuals as an essential part of building a group
identity.