Frequently Asked Questions - Program
Structure of the Environment
- The curriculum is designed to enable children to internalize concepts.
- External limits are set to enable the children's developmental and behavioral success.
- The schedule provides alternating periods of quiet and active play.
- Non-regimented transitions are planned as a vehicle for learning.
- A balance of individual and group activities is provided.
- Staff-initiated activities make allowances for and encourage child-initiated activities.
- Children are encouraged to think, reason, question and experiment, all of which foster the development of critical thinking.
Teachers will arrive an hour before the class begins and work and snack parents are asked to arrive 45 minutes the start of class. Once classes begin, both teachers and parents welcome students and help them get settled into play.
Here is a typical day:
Meadow Yard (Mulberry & Olive)
| 9:15 | School Begins - Free Play (inside / outside) |
| 10:00 | Group Time (small groups) |
| 10:15 | Snack Time (small groups) |
| 10:30 | Free Play (inside / outside) |
| 11:15 | Clean Up Time (entire class) |
| 11:30 | Music Time (large group) |
| 11:45 | School Day Ends (note: Olive ends at 12:00) |
| * Parent assistants help clean up and meet with teachers |
Orchard Yard (Oak & Rainforest)
| 9:00 | School Begins - Free Play (inside / outside) |
| 10:00 | Group Time (small groups) |
| 10:20 | Snack Time (small groups) |
| 10:40 | Free Play (inside / outside) |
| 11:35 | Clean Up Time (entire class) |
| 11:45 | Music Time (large group) |
| 12:00 | School Day Ends |
| * Parent assistants help clean up and meet with teachers |
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Kid Talk
A child came in one day with an abicus and a chart graphed by his father, showing the multiplication table, after showing me how the abicus works and how he gets the numbers on the chart, I asked the child, "do you like multiplication?" he responded, "I think it's kind of boring" and I asked "oh yeah, what does boring mean?" and he said "It means it's not fun".
A little later the little boy saw my notepad and caught his name on my notepad, he asked me "Gilda why do you have my name on your paper?" and I answered "well I was jotting down what you said earlier, would you like me to read it to you?" and he said, "yes" as I read, he jumped in and protested "no multiplication is fun, it's not boring". Easy come easy go!

