Flow of the Day

Flow of the Day

September – June

8:30  Before Care Play in Outdoor Classroom

9:30  Arrival: connecting and playing with one another, pursuing creative explorations with a variety of physical materials, including loose parts, designed to be a catalyst for social interaction, building of friendships, engaging in free choice collaborative experiences

10:45ish  Free Choice Project Sharing (Optional); Snack with optional Morning Meeting; Dance Party

11:15ish  Centers/Project Time: In our rich environment, teachers actively facilitate co-activity, partnerships, and special interest groups where children pursue their interests, curiosity, knowledge of the world, each other, social-emotional learning, including conflict resolution, creativity and other higher-level thinking skills, expanding their competencies and autonomy wherein they become confident and empowered to actively explore, discover, and pursue their ideas in a multitude of different ways of self-expression. As the year progresses we find small group projects developing around shared interests, utilizing the skillful facilitation of teachers to assure children’s ideas are heard, valued, and supported into a reality that the child/small group is excited to pursue.

Optional Reflection Mtg ends the morning session

12:30  Clean up; Lunch

1:00  Part timers say goodbye; nappers go inside for napping; non-nappers  engage in non-competitive Group Game

1:30  non-nappers go inside for Library Time

2:00 Dismissal for children whose day ends at 2pm. Full timers engage in additional literacy activities, i.e., Interactive Read Alouds (engaging in teacher-led high quality read-alouds with 1) discussions involving Higher-Level Thinking Skills, 2) spontaneous dramatizations with simple costuming, props, sound effects, and musical elements; following up with possible story-related STEAM activities and projects. Creative Storymaking includes children’s creating hard copy original stories/books according to the children’s interests and their growing reading & writing skills, Author Sharing of students’ original works. All the aforementioned literacy activities include the use of children’s Multiple Intelligences and their “100 Languages” for creatively expressing their thoughts, feelings, ideas, imagination, and learning.

3:00  Goodbye Song

Note:

1) We know that very young learners, threes and some young fours don’t learn best in group situations where they must defer to others’ needs. Deferring is both a conceptual awareness, partnered with physical skill development which supports the learned concept that others’ needs in the group are just as important as my own, AND I can successfully learn in a group by watching and listening to others’ comments and ideas. This development doesn’t occur in most children until a couple months before or after turning four. Hence, we do not require our youngest learners to join discussion-based group times, and if they do, their appropriate self-centeredness is observed by their leaving the group for direct, hands-on learning experiences with physical materials, and one-on-one interaction with an older child or adult. We know that young children’s self-directed learning is richly constructive and we honor their purposeful play within our consciously created constructivist environment.

2) The posted start times in the Flow of the Day are actually fluid, adjusting to support the Whole Child’s needs within an emergent curriculum framework.

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PHILOSPHY AND PROGRAM: PART 1