Form Teachers Desk
Value each child individually.
Understand & meet the development needs to each child socially, emotionally, physically & intellectually More...
Preschool children are naturally very impressionable, curious & creative, due to their young mindset. We believe that children learn best by doing. More...
Learning is approached with a harmonious balance between inner directed and outer directed activities More...
Our Student's Schedule
"Before school care is offered every school day morning beginning at 8 a.m. We offer a supervised, unguided program that gives children an opportunity to prepare for their day in a relaxed and playful environment. We provide art materials, puzzles and simple games. Students may bring their own non-electronic games and books, or even take the time to eat their breakfast.
Typical School Day
The class schedule is posted each day in each classroom. Children become adept at reading the schedule and knowing what is planned next. Teachers carefully construct the daily schedule to provide a balance of work and play, group work and individual work, structured activities and unstructured time.
Sample Class Schedule for a Classroom: -
8:45 Morning Math
9:15 Group Gathering
10:15 Independent Reading
12:30 Quiet Reading/Read-Aloud
1:00 Project Work—research, writing, planning, building, discussion
3:00 Clean-up & Suitcase
Each school day includes Group Gathering. The entire school community sits together to hear announcements, welcome back children who have been absent, and introduce visitors.This meeting is led each morning by a student and every student in the school is given an opportunity to lead Group Gathering at some point during the school year.
Lunch is a time for the entire class (including the teacher) to sit down for a full half-hour to eat and converse together. Immediately following lunch is all-school Recess. This is an important opportunity for free play and typicaldayfor multi-age play for all the children in the school
After Recess, many classes have a Quiet Reading time when children can enjoy books together, or listen to the teacher read aloud.
At least once during the day, often in the afternoon, teachers plan Choice time during which students can choose from a variety of play activities. This is a time when children can socialize with peers and explore blocks, games, art materials, or other activities they select themselves.
At the end of the day, most classes do some version of Suitcase by writing down, collectively or individually, some of events of the day (packing their "suitcase"). This provides children a way of reflecting on what has happened in the classroom on a daily basis, as well as creating a document for reflecting over weeks or months.
On some days, students attend special classes such a P.E. and Music. In designing our school schedule, we strive to keep specials limited to Tuesdays and Thursdays so that teachers can count on having uninterrupted blocks of time on Mondays, Wednesdays, and Fridays for academic and project work.
Whole Child Approach to Learning
The whole child approach to learning encompasses a child's academic, social, and emotional life. As educators, we know wholechildthat for children to freely and openly engage in academic inquiry—including demonstrating intellectual curiosity, collaborating with others, and taking intellectual risks as they explore new concepts—their social and emotional selves must also be taken care of. A child whose feelings are hurt may not be able to focus on learning a particular math skill.
Our curriculum allows time and space to address social and emotional issues in a thorough, but developmentally appropriate way. As you walk through the halls of The Children's School, you may see a teacher in deep discussion with an individual child about the child's response to a situation in the classroom. At other times, a teacher may monitor a discussion between two students who are having a disagreement, helping each child to voice their concerns and work towards resolution. The progressive philosophy is concerned not only with students' academic growth, but also with their social and emotional well-being.