| Child's Play Day Nursery OUR PROGRAM "Children must master the language of things before they master the language of words.” —Friedrich Froebel, Pedagogics of the Kindergarten, 1895 |
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| The natural world is the infant's and young child's first curriculum, and it can only be learned by direct interaction with things. There is no way a young child can learn the difference between sweet and sour, rough and smooth, hot and cold without tasting, touching, or feeling something. Learning about the world of things, and their various properties, is a time-consuming and intense process that cannot be hurried. Yet there is a growing call for early-childhood educators to engage in the academic training of young children. Concerns over our educational system, fueled by our students' poor performance in international comparisons of achievement, have reinvigorated the call for early academic instruction as a remedy for inadequate teaching later on. All too many kindergarten teachers are under pressure to teach their children numbers and letters and to administer standardized tests. In some kindergartens, children are even given homework in addition to the work sheets they must fill out during class time. In a developmentally appropriate classroom, children are busy taking care of plants and animals, experimenting with sand and water, drawing and painting, listening to songs and stories, and engaging in dramatic play. It is hard to believe that these young children learn more from work sheets than they do from engaging in these age-appropriate activities. David Elkind, Ph.D. is a Professor in Child Development at Tufts University. He is the author of The Hurried Child: Growing Up Too Fast Too Soon (3rd edition), Reinventing Childhood: Raising and Educating Children in a Changing World, All Grown Up and No Place to Go: |
| Multiple Intelligences: A Theory for Everyone by Dr. Howard Gardner, professor of education at Harvard University |
How a child learns is as important as what a child learns! Preschool children in highly academic "drill and kill" programs are found to be more physically aggressive. |
| Toddlers and preschoolers focus on the same theme, monthly. The learning experiences are geared to age level. All children learn at their own rate of speed. The children are also introduced to "sign language," "Spanish," "beginning math" and "reading readiness." |
PLAY = LEARNING, LEARNING = PLAY |
| Time Alone, Time Together What "circle time" and "free play" mean, and why each is important to your preschooler's learning. By Diane Trister Dodge and Toni S. Bickart If there is schedule posted in your child's preschool/daycare, you may see terms such as "circle time," "free play," "work time," or "choice time." These tell you when children will participate in an activity together as a group, and when they are free to select activities on their own. Circle Time During this period, which shouldn't last more than 10 or 15 minutes, children learn what it means to be part of a classroom community and develop the skills to participate effectively in a group. Teachers greet children, talk about the plans for the day, and encourage children to share ideas. Sometimes each teacher takes a small group so children have more opportunities to be active participants. When you observe circle time in your child's classroom, you should see maximum participation by the children — and minimum time sitting and listening to the teacher. Activities might include: • Storytelling • Finger plays • Music and movement activities • Exercises • Games These age-appropriate types of activities take into account children's attention spans, interests, and abilities and create the most successful circle times. Choice Time This time is also called "work time" or "free play." It's when children are free to decide which interest areas they want to play in and what they want to do. They may play alone or with one or two other children, exploring materials and trying out their ideas. The best approach to free play allows children real choices — first about where to go, and then about what to do when they get there. The dramatic play area may be set up as, for example, a shoe store, with many shoe boxes, the kind of stool sales clerks use, and foot measuring devices. The art area has playdough, markers, paper, and two easels set up with paints and brushes. The table toy area offers a selection of puzzles and games. If children have real choices, they can take initiative, and their play time is more likely to be well spent. They learn how to learn because teachers have created an environment rich in opportunities and materials, and encouraged children to make choices and explore. By selecting and carrying out their own activities, children learn independence and self-reliance. They also learn to pursue their own ideas. Your daughter may walk into school one day and know that she wants to draw a picture of her new puppy. Or she may decide to build a tower to give her doll a view of the classroom. In her play, your child poses questions, ponders solutions, and recalls what she has learned from experience. When she has a variety of materials to explore, she can practice gross and fine motor skills and develop her imagination and curiosity. |
2008 Curriculum Schedule Adventures In Learning Click above to see an overview of the curriculum year. In order to download a sample day you must have Adobe Reader installed on your computer. Click Here For Sample Day |
