OUR PHILOSOPHY

Our philosophy is based on the National Association for the Education of Young Children's (NAEYC) developmentally appropriate practices. Children's play is a primary vehicle for developmental growth. Children learn best by doing; it requires active thinking and experimenting to find out how things work and to learn firsthand about the world be live in. In the early years, children explore the world around them by using all of their senses. In using real materials such as blocks and trying out their ideas, children learn about sizes, shapes, and colors, and they notice the relationships between things. Therefore, child-initiated, teacher-supported play is an essential component of developmental appropriateness. Examples of developmentally appropriate learning activities for three, four, and five year olds are:

• Language, activity and movement.
• A great variety of experiences, including small motor skill activities.
• Print-rich environments as language skills develop.
• Increased experiences that expand interest into the community.
• Meaningful group experiences as attention span increases.
• Indoor and outdoor opportunities for expanding use of all motor skills.
• Basic math, memory, and problem-solving experiences.

In addition, we believe that the educational environment that most effectively promotes significant learning is one where:

1. the individuality and uniqueness of each child is valued, respected and trusted;
2. external threats to self such as rejection, criticism, competitive evaluation, reward, or punishment are at a minimum; and
3. the child is free to explore the materials and resources that are available in light of his/her own interests, potential, and readiness.

We provide many alternative activities for the children, and encourage them to make their own choices. The children may choose from any available option, depending upon their mood and personal preference. A child's opportunity for choice is only removed when there is concern for the safety of oneself, others, or the damaging of property.

We encourage our children to be autonomous in all respects. In addition to choosing activities, children are free to decide what results they want from their chosen activity. Offer to help a child in an activity only if they seem frustrated. Independence extends to snack and bathrooming time as well. Although it sometimes may take longer for a child to pump the soap, pour the water, clean the spill, these are all important parts of their learning and development of their self-esteem.

We encourage children to resolve their own conflicts. Think of yourself as a mediator rather than a problem-solver. Let them try to work it out first, instead of immediately intervening (except when a child is in physical danger). We want them to develop the skills to communicate. Take the children by the hand and help them communicate with words how they feel and what they don't like. Remember, it takes TIME, but it really pays off!

We emphasize personal responsibility. This includes helping to clean up the classroom as well as interpersonal behavior; if a child accidentally hurts another, the child could help care for the person who is hurt by getting a drink of water, a cool cloth, a tissue, etc. If someone spills something at snack, a friend might offer to help clean it up. Let children feel empowered by taking part in these events; it develops empathy.

Be positive. If a child is engaging in an unacceptable behavior or activity, help him/her find an acceptable alternative. If a child can't throw the blocks, what CAN they throw? Bean bags? Scrunched up newspaper? What CAN they do with sticks? Dig? Throw them over the fence? Play a drum?

Remember that the classroom belongs to the children, and their ideas may not be the same as adults. Take time to listen to their view; ask questions, and watch the beauty of childhood unfold before you!

We have a number of routines within our day's activities. Our goal is to provide a familiar and comfortable environment for the children, however, our schedule is always subject to change based upon the needs of the children on a particular day.

We encourage children to respect one another, the teacher, parents, and themselves.

If discipline is required, its purpose must be to help the child to learn acceptable alternative behaviors. We teach through meaningful consequences that are relevant to the behavior at issue. Under no circumstances is physical punishment, threats, or intimidation of any kind permitted.

Toy guns, swords, etc. are not permitted in the classroom. Games that involve imaginary gunplay or similar action are discouraged by offering alternative ideas and providing other forms of power play. Some ideas include pretending to put out fires, playing hospital, moving equipment and materials, standing up to paint, providing capes, using louder voices, and allowing time and space for big muscle movements. Another alternative is to help navigate the "gunplay" so that people feel safe, aware of their actions, etc.

The special nature of Cedar Lane Nursery School is the close working relationship between parents and teachers, a relationship which fosters an understanding of child development and parent/child relationships which parents can carry over into their home environment for the enrichment of their personal family life. The bi-weekly participation of parents in the classroom, the parent education presentations on topics of interest to the school community, membership and our contact with professional associations such as PACT, MCPPNS, MCCA, and PCPI enhance our philosophy of children, parents, and teachers working and learning together.

 

PROGRAM GOALS

The goals of Cedar Lane Nursery School are to provide the kind of environment and varied experience that will:

1. Foster an enthusiasm for learning and an active curiosity.
2. Promote emotional growth by building self-confidence and a sense of self- worth.
3. Help each child develop an inner sense of discipline and self-control.
4. Encourage children to be responsible members of a group.
5. Promote positive social development by developing social interaction skills, and promoting empathetic and caring behavior toward others.
6. Nurture children by providing loving care in a safe and healthy environment.
7. Provide opportunities to interact with the world around them.

Further objectives include providing opportunities that will allow children to:

1. Accept frustration as a part of learning.
2. Develop creative and imaginative powers.
3. Develop self-expression.
4. Develop control of their bodies and kinesthetic awareness by using large and small muscles.
5. Develop at their own rate.
6. Develop their own interests.
7. Develop their ability to perceive through the five senses.
8. Develop their use of language to increasingly meet their needs and express their thoughts.
9. Begin developing thought patterns to help them think clearly and problem solve.
10. Develop their listening skills and attention span.
11. Develop their resting and relaxing skills.
12. Develop some number concepts.
13. Begin developing an appreciation for science and scientific investigation as well as knowledge about how our world works.
14. Begin developing an appreciation for other cultures and customs.
15. Develop an interest in the printed word.

 

CLASSROOM PROCEDURES

We have established a variety of classroom procedures to provide a comfortable and familiar environment for the children. They include the following:

Centers : The room is divided into Centers or areas where particular types of activities primarily take place. The Centers include: Dramatic Play, Science and Math, Language, Art and Cooking, Easels, Sand and Water Table, Gross Motor, Blocks, Table Toys, Puzzles and Games, and Music. If a child wishes to go to an area that is full, he/she should be encouraged to make an alternative choice. A "waiting list" can be started for an activity, using a timer to track the designated time. Generally, ten minutes is the set time if a group of children is waiting, but this can be negotiated with the children.

Jobs: Classroom job responsibilities are rotated on a daily basis and include such things as getting the mail from the Church office, setting the table for snack, collecting the name tags during clean-up time, caring for pets and plants, leading children outside, holding the door, being the "caboose", helping with the outdoor toys, and others as assigned.

Circle Time: Each time after free play, the children get together for a small gathering. It may include music and movement, a story, a conversation about the days events, or anything else that comes up. While adults should encourage all children to join the teacher on the rug, some children will prefer to watch from further away. This is perfectly acceptable, as long as the children are not disrupting the rest of the group.

Activity Time: Children are encouraged to participate in a wide variety of activities. They may, however, choose to spend all or the majority of their time in one or two areas of the classroom. This is very typical of some children; they have an "inner sense" of what "work" they need to do. By rotating materials between centers and adding new things into the environment, these children will have plenty of opportunities to participate in new experiences if they choose to do so.

Bathrooming: While there is no set "bathroom time," all children are encouraged to use the bathroom during the course of the morning before snack, prior to going outside. Children are generally good about self-regulating their bodies, and will let us know when they need to go. For those children who are so involved in their play that they occasionally forget, watch for the tell-tale "dance" and "groin grab!" Naturally, children should wash their hands after using the bathroom. Remember to encourage self-help skills; they are quite good at turning on and off the water, pumping the soap, and getting their own paper towels.

HOW CHILDREN LEARN

- Children learn by doing, not passive observance.
- Children learn by asking questions and by searching for their own answers.
- Children learn by discovery.
- Children learn by using all their senses.
- Children learn by experimenting.
- Children learn by sorting and combining objects.
- Children learn by repeating experiences.
- Children learn by building confidence in themselves.

 

HOW WE CAN HELP CHILDREN LEARN

1. Avoid making models for children when they use any media, such as art supplies, blocks, or sand.
2. Ask children questions which may lead to an answer instead of telling them the answer. "What happens after we clean up?" instead of "It's time to go outside!"
3. Let children discover properties of objects by themselves. For example, let them figure out what will attract magnets instead of showing them.
4. Let children try their own methods of doing things, even though you know an easier way.
5. Let children sort and combine according to their own ideas.
6. Give children as much time as they need to understand a new idea, get comfortable with a new skill, or take a risk. It may take weeks or even months!
7. Be ready to take the child's cue for new play, games, or activities.
8. When speaking to children:
   • get down at their eye level.
   • use a tone of voice which will encourage them and make them feel confident.
   • avoid comparing children and their work.
   • give children a choice only when you intend to abide by their choice.
   • state limits in a positive way: "Sticks are for digging" instead of "No sticks!" Explain the reason for the limit in simple language.
   • think carefully about their point of view.
   • use encouragement instead of praise.
9. When you are co-oping in the classroom, please focus on the needs of the children and keep conversations with other adults to a minimum. Avoid talking about children in front of them.

SETTING LIMITS AND HANDLING DIFFICULT SITUATIONS

Often as adults, we convey anger and disappointment to children. Children are anxious to please adults and really, REALLY want to do the right thing. But instead of giving encouragement, too often we reprimand them in the name of "teaching." Instead what this can do is teach them to freeze up, to become anxious, and lowers their own expectations of discovery and success in order to please adults.

When setting limits and handling difficult situations in the classroom, here are some guidelines:

1. Always be sure you have their full attention. Get down and their level and speak firmly but quietly.
2. Keep it simple, say what you mean. Do not pose a question such as "Why did you hit Sammy?" Instead say, "I can't let you hit Sammy. When you hit, it hurts."
3. Have the aggressor look at the face of the hurt child so they can see some non-verbal cues about how that child may be feeling.
4. Encourage conversation. "You must have been angry to hit Sammy. What could you do next time you want to use the shovel?" Also, help the hurt child say what they are feeling. "Sammy, what would you like to say to Mary?" Do not interrupt the child or put words into their mouths. Use reflective listening and help them develop the com- munication skills.
5. Allow children to make as many decisions as possible within the necessary limits: "I want to stay in blocks. If I throw the blocks, I will have to play in another Center. I can carry blocks. I can build with blocks. I can take blocks to the table."
6. Be aware of the whole situation. If you observe play that seems to "loud" or "active" for you, observe first before intervening. Are they in danger of hurting themselves? Others? Destroying property? Ask the children to explain their game and hear the reasons for their volume or activity level before making a judgment. Stop the play and redirect if any of the "danger" conditions above exist. "What CAN we use the silverware for?"
7. Always get children to help discover the reason for limits instead of only issuing commands. "What might happen if you point the stick at my face?"

Here is a four step plan from Bev Bos for helping children resolve conflicts:*

1. Take the hand, firmly, of the child who is hurt and go find the other child. Hold the had of the other child and say, "Emily, tell Julie how you feel." Then "Julie, tell Emily how you feel." Now, do it again--they always have more to say. do not interrupt the child and do not put words in their mouths. Remember, we want THEM to develop the skills!
2. Next, say to each child, "Anything else?" Provide ample time for each child to respond. If one child interrupts, very calmly respond, "Emily isn't through."
3. "What's the solution?" How can we solve this problem?" This sounds very sophisticated, but you will be surprised out how quickly they get it if adults provide the support. Sometimes the child's solution will be punitive: "Well, I could hit her!" At this point, without raising your voice, you say, "That's not an acceptable solution." Always go for three solutions.
4. Finally, ask "Does anybody need a hug?"

   All of us lose it occasionally, Children and adults let anger get beyond control. Sometimes it happens when we are tired, hurried, and frustrated with our busy days. If adults could practice these four steps of resolving conflict with their spouses--holding hands, give each other time to respond, look for solutions and hug each other instead of yelling and hurting each other with words that can never be taken back and seem to be remembered long after the conflict, what a wonderful world this would be. Impossible, you say? Nothing is impossible. It just takes a different way of thinking.

*Bev Bos is Teacher/Director of Roseville Community Preschool in Roseville, California, a parent cooperative.
She is also a world renowned trainer of adults who work with young children. Her thoughts come from her "Good Stuff for Kids Seminar", August 1999.

HINTS FOR CLASSROOM AREAS

ART
Art provides opportunities for motor activities, self-expression, problem-solving, science, and many other experiences. Children are free to experiment, change, invent and create with whatever materials are available. Requests for different materials are also honored. The adults NEVER MODEL or participate with the children while they are creating. Try not to judge or make comments about their art (even positive ones like "you did such a good job" or "what a pretty picture"). If they ask you if you like it, take it and show it to them and ask THEM if THEY like it! We are encouraging self-satisfaction versus pleasing others.

Our concern is for the PROCESS, the interaction with the materials, versus the finished product.

Get rid of the chairs! Have the children help you move them and stack them.

Encourage them to get their own materials: paper, markers, painting tools, etc.

The children may choose to have their name written on their work, and may choose the color or location for their name. Some children may prefer to try to write their own name or leave their work unlabeled. Please ask them and honor their request.

Don't worry about a mess. If it is caused by a child's deliberate action, they should participate in the clean-up.

Ask the child if they need a smock for painting or messy water table activities, but do not force them to wear one. Let them put it on for themselves.

BLOCKS
When children build with blocks, they are often learning about size, weight, and number concepts. They are also coordinating and controlling muscles. They are expressing ideas and learning to cooperate with others. They are problem-solving and inventing.

The children may build anything they choose. Again, no models. Only physically threatening behavior is discouraged.

Encourage children to think about where they are building; will it be easily knocked down by others? Does that matter to them? Is it obstructing a door or another play area?

Encourage children to put blocks away. The shelves are labeled for all of the block types. This is a good math and spatial exercise!

You may use the camera to take a picture of a block project before it is dismantled if the child would like a momento. Sometimes, children will make signs to let others know not to take something down.

TABLE TOYS/PUZZLES AND GAMES
In addition to sheer fun, these activities help develop spatial awareness, concept building, cooperation, matching and classifying, coordinating the actions of the eyes and the hands (reading and writing readiness), and expression of ideas (language development).

Children may choose toys, puzzles, or games from the shelf or cabinets. Many activities are child-directed, but some may require adult assistance.

Children may "save" their creations on the "saving counter" or can take a picture with the camera.

LANGUAGE
Develops a love of books and a desire to read (reading readiness). Turning the pages alone teaches children about reading from left to right. Talking about what happened in a story helps with language development and expression of ideas.

We have a variety of books available to children. The library is a peaceful place where a child may go to look at books, or engage in some other quiet activity such as drawing or listening to tapes with earphones. Parents are also encouraged to read to individual children or small groups. Allow for interruptions to the story and encourage children's extensions and interpretations of the written word.

SCIENCE/MATH
Children in this area may be sharpening their observation skills, conducting experiments, manipulating or grouping objects into categories, inventing, developing hypotheses, enjoying nature, or taking care of animals.

Children are free to explore the science area. Tools for exploration (such as magnets, magnifying glasses, tape measures, scales, etc.) are provided for the children's use. Be available for discussions to spark the children's curiosity and to help them find answers to their questions. Say things like, "What do YOU think?" or "Let's see what will happen if..." Take them exploring around the room to measure, magnify, etc. Or if the room is relatively calm, maybe outside through the window (in very small groups with specific task, i.e. filling the bird feeder, looking for leaves, etc.)

DRAMATIC PLAY
Children in this area are using their self-help skills, understanding the roles that people play in our society, grouping objects by category, interacting with other people, and engaging in creative, dramatic experiences. Fantasy and make-believe are an important part of young children's worlds. It builds creative thinking, self-image, and allows children to act out real world situations.

We encourage the children's creativity and imagination. Allow them to role play in any way they like; please avoid gender stereotyping.

Children will often invite you into their play. Follow their lead, letting them dictate the play. Feel free to ask questions to extend their learning: "Where will the wedding be?" "Are we walking or driving?"

WATER/SAND TABLE
The versatility of sand, water, and other tactile experiences provide a framework for the development of many concepts. Weight, volume, and texture allow for the most basic type of scientific and mathematical exploration. This area will help children develop logical thinking, recognize cause and effect, develop cooperation by working together, and build small motor skills.

The children are free to enjoy the natural materials provided in the table. We encourage the children to try to keep the materials in the table, and to help clean up when spills occur. Child-sized brooms and dustpans as well as rags are available for this purpose.

SNACK
Make sure that each child has washed his/her hands before sitting down to snack.

Encourage the children to serve themselves, including pouring drinks (fill the pitchers half full). Encourage good manners and passing of food to others.

As food is passed, children should take their "fair share" of the items and pass them to the next person at the table.

Each child should be encouraged to eat snack, but should not be forced.

When children are done eating their snack, they should clean up their space; they throw away their trash, wipe off the table with the sponges provided, and sweep under their seat.

CIRCLE TIME
At Circle time, the entire group of children and adults will gather together for an active ten or fifteen minutes of games, music, dance, stories, or sharing. This time provides an opportunity for each child to participate in a large group activity, sharing and demonstrating ideas and imitating the ideas of others.

Please sit on the floor with the kids. Your own child may wish to sit with you, but do your best to engage with others as well.

Gently encourage the children's participation in the circle activity. If a child is distracting the others, please move closer to them to try to engage them in the activity. The teacher may ask for other specific help.

If a child does not want to participate, but would rather watch from a distance, that is okay. When they are ready (later that day, in a few weeks or even months), they will join in.

GROSS MOTOR ACTIVITIES
Using larger muscle groups is an important means of developing balance and coordination as well as channeling children's energy in positive ways.

On occasion we will use bikes and whiz wheels in the hallway. They are stored in the boiler room directly across from the main classroom. Children may NOT go into this room; the teacher will let you know when to set up the area.

Four children may ride at a time. A general guideline will be ten minute turns, so that others may have the opportunity to ride during the allotted time period.

Children should follow the arrows on the floor to avoid head on collisions. Children should remain in site of the attending adult at all times; please do not allow children to go down the entry hallway. The double doors at the end of the hall should be closed as well.

Children who are driving recklessly are in danger of hurting themselves or others. If, after an initial reminder of the "rules of the road" a child continues to drive recklessly, please help them park their bike and return them to the classroom.

Additional materials are available as well, including gymnastics mats and apparatus, a climbing structure, and other things that will be used from time to time and often on rainy days will be set up in Room 22 for an alternative to outdoor play.

OUTDOOR PLAY
The playground is merely an extension of the classroom. While some of the equipment and space differs, the interaction and learning are similar. Children work actively trying out ideas, making up games, role-playing, and exploring the environment. There are many opportunities for gross motor development and learning more about the natural world.

Outside time occurs every day except in bitterly cold or rainy weather. Most children enjoy the colder weather if they are dressed accordingly. When you are co-oping, come dressed for the weather with boots, gloves, hats and coats. Be prepared to move around with the children to keep warm!

The children are free to run, yell, and dig in the dirt, but they must play safely. Ask yourself, "Are they endangering themselves, others, or destroying property?" If the answer is "yes" to any of these questions, intervene. If not, observe carefully before taking the next step.

Adults should station themselves according to where the children are playing. Please keep conversations with fellow co-opers or the teacher to a minimum at this time.

A couple of safety rules for the playground:

Slide-the slide can be an "up" slide or a "down" slide, but not simultaneously. That is announce to the children, based on their interests, whether it is up or down. Insist on going DOWN the slide feet first on your bottom. Children may go up and down one at a time and should stand clear of the bottom of the slide when someone else is on it.

In general, please don't "help" children climb higher than they are comfortable going on their own or on to things that their body may not physically be ready to do, i.e. the fire pole or climbing up the slide. Encourage them to take a rest and try again. In the end, when they succeed at the task, they OWN it. It's very powerful!

AND FINALLY...
Relax and have FUN in the classroom! We hope this guide has been helpful in explaining our play-based, developmentally appropriate philosophy, and has given you some hints about the role of the adult in the classroom. If at any time you need more information, do not hesitate to ask the teacher. We are all in this to work, learn, and have fun cooperatively!

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