|About The School
Guiding Principles for Learning
While each class at the Children's School has its own distinction,
there are at least five principles that are consistent from the
youngest group of children to the oldest.
These principles are most influenced by the theories of
educational practice that are based on an understanding of child
- How Children Learn
Children learn best from self-initiated activity with
They build on previous knowledge through repeated experiences.
Through social interactions with peers, children learn to
collaborate, cooperate and to understand another point of view.
Children who are active in their own learning process
make sense of the world for themselves and construct their own
ideas. By having
choices and making decisions, children learn to be in control of
their own learning and to be independent thinkers.
Children need to be presented with a variety of
materials, strategies and approaches because not every child
learns the same way.
- How Curriculum Develops
Curriculum in our program develops through an interactive
process between the child, teacher and the environment.
In each group there is a balance between teacher-planned
activities and those activities that emerge from the children's
interests, abilities, and needs.
There is a balance between individual, small group and
large group experiences.
Curriculum is based on inquiry, problem solving, and
discovery and application of key issues and concepts.
Curriculum points to connections within and across
disciplines characterized by project-based authentic learning,
which allows for more in-depth study of topics.
We strive to have all children's learning be integrated,
active and meaningful.
Our teachers are co-facilitators of learning.
They act as mentor–companions...observing, reflecting,
collaborating, adapting, intervening, scaffolding,
problem-solving, and building upon each child's questions or
ideas, as well as assessing the level and interest of each child
in order to make informed decisions.
Assessment of learning is both a process and a tool to
improve instruction and document children's growth.
- Creation Of Partnerships With Family
The family is an essential part of our community and
crucial to our genuine understanding and appreciation of each
child. We strive to
build home-school partnerships that are collaborative, trusting,
Parents and staff regularly communicate through frequent
interactions, phone conversations, open houses, parent
conferences, parent workshops, written reports, school
gatherings, home-visits, and parent participation.
Getting to know the values and cultures within families
helps nurture the home-school relationship and contributes to
the child's self-esteem.
Having parents participate in the goal-setting process is
an important part of developing curriculum for the individual
- Importance Of The Individual And The Community
Each child is unique.
The curriculum focuses on supporting the growth of the
whole child, including social-emotional, language, cognitive,
and physical development.
We believe that children go through stages of
development, which are marked by general characteristics, but we
also recognize the range of individual and cultural variation.
Yet each individual child is also a member of a community
that includes the family, the classroom, the school and the
world at large. Building this sense of community takes conscious
planning and ongoing effort.
Our goal is to make each child feel a valued member of
the community and to develop a sense of empathy and caring for
- Respects and Appreciation of
Our school perspective involves creating a classroom and
school environment which respects and supports all dimensions of
human differences, including cultural, linguistic, ability,
learning style, ethnicity, family culture, gender, age, and
In curriculum this perspective is attained by using
materials that support diversity and integrate similarities and
differences into the daily life of the classroom.
We also adapt the curriculum to meet the needs of all
learners, differentiating instruction for the members of the
have multiple entry points where children can be working on the
same activity but with different materials, goals and
objectives. The school has an anti-bias education stance.