Curriculum & Values

 
 
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Learning from play

Most of the curriculum will be based on themes that have been gleaned from the children’s play. Some curriculum will be spontaneous as it emerges from play and a teacher guides an activity at the moment of discovery. Other curriculum will be developed from trends we have seen in group play and will be more formally planned in a collaborative effort with children, parents and teachers.

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building routine

We use routine times in our school day (mealtime, small group, circle and choice times) to reinforce the traditional early childhood concepts.

We offer opportunities for gardening, sand, water and sensory play, gross motor physical play, block building, free art, age appropriate writing and journaling, language and literacy, art exploration, number sense/ classifying/sorting activities, along with dramatic art and pretend play throughout the school year.

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Guiding learning

Our low teacher child ratios (1:4 for infants and toddlers, 1:6 for the 2-year-old class, and 1:8 for the preschoolers) and nurturing play-based routine is the most effective way to help children develop crucial thinking skills (executive functioning) for future academic and social success.

Our Values

  • Respecting and Recognizing Each Individual

    Mutual respect, honesty and personal responsibility are key elements as we work to build a community of learners. Btzelem Elohim – we are all created in God’s image.

  • Constructivist Approach

    Attention to each child acknowledges the uniqueness and developmental level of that individual; building upon strengths to progress to the next stage of maturation.

  • Interdisciplinary Learning

    Learning focuses on the whole child: social, emotional, physical, sensory and academic development are of equal importance. We strive to provide learning through the multiple modalities, capitalizing on each child’s uniqueness. Indoor and outdoor exploration is equally important.

  • Parent Teacher Partnership and reflection

    Shared adult attention and expertise on each individual child; supporting growth within and outside our community. L’dor v’dor -passing of both tradition and knowledge from generation to generation.

  • Ongoing Growth and assessment

    The process of observation and documentation is ongoing, designed to recognize individual growth and change. Portfolios, photos and parent teacher conference records documenting development are integral to our process of assessment.

  • Community Building and Family Style Learning

    Building a community of learners, who share strengths, accept support, and communicate ideas without competition is a primary focus. Our developmental groupings encourage mentoring, modeling and caregiving between older and younger children; fostering independence and empathy; and allows siblings and different age friends to attend the program and grow together.