Our day is divided into three distinct periods; academic disciplines, project expansion, and project development. The majority of our day is devoted to advancing the children’s own ideas. Their interests directly influence our curriculum. This is the emergent, project based approach.

Mornings are very routine. Transitions are smooth and expected. Children glide from one activity to the next with ease, excitement, and independence.

7am – 9am

Activities for early mornings include drawing, blocks, puzzles, and free exploration of materials used during class. A Quiet Morning Exploring the Scales is a video featuring one of the children who has chosen to explore the scales one morning. Keep in mind this is the first time she has had hands on experience with the scales, but has watched some of the older children in their explorations. It is both inspiring and touching to see her testing her own theories of how it functions, and mentally adjusting those theories now that she has had real hands on time with it.

9am – Snack Time

Snack is brought from home, giving a wonderful opportunity to give thanks to a mother or father who prepared the snack for them. When their fingers are focused on manipulating the food to get to their mouth, a practiced and mastered daily activity, children are better at focusing their intellectual attention to conversations around the table. An enlightening time, often transpiring to topics to immerse ourselves in later.

9:30 – Stretch and Warm

The benefits and importance of a daily stretch cannot be exaggerated enough. Stretching and warming up at the beginning of the each day prepares the body both physically and mentally. We rotate through a range of motions from rolling, which strengthens core and balance, to jumping jacks, which teaches co-ordination and rhythm. Stretching also helps to  “get the wiggles out,” allowing great mental clarity and focus for the next activity.

9:45 – Phonics and Writing

One of the more serious and focused classes of our day, our phonics curriculum is based on repetition, memorization of individual sounds, and putting those sounds together. Learning to read is a milestone in becoming an independent learner. Reading allows us to take charge of the information which help shape who we are and become. Reading is an empowering skill. As an educator, it is an awesome experience to see children recognizing and putting together sounds in both the class, and their environment.

10:10 – Quiet Reading and Story Time

Books, stories, fairy tails, nursery rhymes; this is brain food. Throughout each school day, we read or listen to literature in many forms close to forty-five minutes a day. Through daily reading, children learn and foster a love for literature, which will follow them throughout life. At the end of each school year, each child will have hundreds of hours of reading skills under their belt! Read on!

Curriculum focus and theme is directly related to the ideas which emerge from observations and interactions with the children. For example, if our focus was on incests, we would be make bug patterns, or count the legs on insects. We might sort and classify pictures of insects from a basket. We could compare differences and similarities of bugs we have found. We might define the parts of an insects body. For large motor skills, we might observe how an insect moves and mimic their movements. We could try to find a particular insects habitat, and hypothesize the reasons for them choosing that space to live. Their food choices, and methods of catching food could be investigated. We could find an insects predators, and it’s self defense methods. We could sit down with a specimen right in front of, and “Look and Draw” exactly what we see. There are limitless ways we can quench children’s inquiries.

Math

The goal of the activities in our math curriculum is to develop an understanding of the patterns of mathematics through the use of concrete materials. Activities are designed to help young children see relationships and interconnections in math, which will enable them to deal flexibly with mathematical ideas and concepts. Symbols on paper are only a representation of a concept. Real materials, on the other hand can be manipulated with their own hands to illustrate the idea concretely and can be visually experienced by each child. We begin each unit with free exploration of materials, aligned with our emergent focus, we will be using, thereby giving an opportunity for the child to satisfy their own curiosity of how the materials work. The only instructions given during this time ensures materials are being used safely, and in a manner which will not destroy the materials.

Science

The science curriculum (geography, botany, zoology) are inspired by the Montessori Method. Beginning with geography, we define water, land and air as the most basic elements are world is made of, and find these elements in both maps and on the globe. We will discover the continents, and the animals which inhabit each. Books will be created illustrating the culture, animals and landscape of each each continent. We will discover and create both two and three dimensional models of land and water forms, including lakes, islands, bays and straights, followed by an extensive unit on volcanoes. Formally, we will conclude our geography section becoming familiar with the flags of the world. The learning continues, however, through projects and discussions sparked throughout the section. Our zoology and botany sections are equally as extensive. The goal is to provide a thorough understanding of basics of these topics; to give them the terminology and language used to understand and describe what they have learned; and most importantly, to inspire more questions and the desire and tools needed to answer those question both independently, and with the help of a guide.

Music and Movement

Music and Movement is built into so many activities. Music and rhythm are fundamental teaching techniques used to help learning in every area we teach in. A song can draw the group together, signal a transition to a new activity, and help focus the atmosphere towards a desired ambiance. Music helps children better control their bodies through movement, instruments, and rhyme. Children learn better control of their bodies, essentially helping them master when, how, and what particular pars of their body is doing. For example, a favorite song uses sticks, which are played only for certain parts, and in a simple rhythm. Great pride and accomplishment is felt when this technique is mastered.

Rhythm is everywhere and needed for everything. Riding a bike involves a rhythmic pedaling. The same for walking and running. Even the process of writing letters and creating art is enhanced when a sense of rhythm is understood. It’s no wonder it is such a helpful tool in early childhood education!

You only have to pay attention. Children’s actions, words, art work, and their eyes will direct you to what they are curious about. Afternoons are reserved for free choice and group work. Everything they are doing is being observed, and conversatoins will then be conducted. Those conversations determine the flow and focus of our projects. There is one simple rule, it must be tangible. Insects, plants and vehicles are all fair game. They are things that the children can touch, and explore with their hands. However, our focus would never be on something like the solar system, we can not touch it.

The most exciting part of an emergent and project based curriculum, is the teachers and students learn together. We do not profess to have an answer to every questions a child poses; but we will take and share the steps necessary to find answers with the children.