Flow of the Day

Flow of the Day

September – June

8:30  Before Care Play in Outdoor Classroom

9:15  Arrival: optional diving into anticipated lunch foods, connecting and playing with one another, pursuing creative explorations and discoveries with a variety of physical materials based on loose parts impelling children’s construction of knowledge, physical, cognitive, social-emotional skills and competencies. Our rich, child-led environment is described in the Reggio Emilia Approach as “the third teacher” which excitingly accelerates children’s inherent higher level thinking skills which children have been authentically employing since infancy.

Teachers actively facilitate greater depth of experiences in 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.

11:00ish  Snack followed by a continuation of play-based curriculum experiences.

12:15ish – 12:30  Clean up followed by Goodbye Song for “MORNING” children and dismissal.

12:35 – 1:30 non-nappers engage in group Reflection Mtg to include optional Conflict Resolution, Planning for Tomorrow, non-competitive Ball Court Group Game, and then head into Storyteller’s Room for Library Time

1:30  Dismissal for “LUNCH BUNCH” and start of “Creative Story Telling,” including 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 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.

2:30   Goodbye Song for full day children and dismissal; Aftercare begins for those who have signed up for annual aftercare enrollment.

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 a conceptual awareness partnered with physical skill development wherein young learners construct the idea 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 few months before or after turning four when their brain receives a major “download.” 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 another 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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PHILOSOPHY AND PROGRAM: PART 1