Nursery Division Program Guide

HoraceMannSchool

NurseryDivisionProgram Guide

MissionStatement

HoraceMannSchoolpreparesadiversecommunityofstudentstoleadgreatandgiving lives.Westrivetomaintainasafe,secure,andcaringenvironmentinwhichmutual respect,maturebehavior,andthelifeofthemindcanthrive.Werecognizeand celebrateindividualachievementandcontributionstothecommongood.

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TableofContents

HistoryandBackground

TheHoraceMannNurseryDivisionislocatedonManhattan'sUpperEastSideandwas originallythecarriagehouseoftheAndrewCarnegieestate.Theoriginalthree-storystructure wasrenovatedandexpandedtosixfloorsin1961andbecametheNewYorkSchoolfor NurseryYears.Eachyear,approximately144childrencomefromneighboringareastoattend theNurseryprogramforthrees,pre-kindergarten,andkindergarten.TheNurseryDivision housesnineclassrooms,alibrary,anurse’soffice,twooutdoorplayareas,andislocatedina neighborhoodthatiswithinwalkingdistancetoCentralParkandareamuseums.

EarlychildhoodeducationattheNurseryDivisionfocusesonthechildasanactive,competent learnerandrecognizesthefamily’simportantroleinsupportingthisvision.Dailylifeinschool isrichinexperiencesthatdrawonthechildren’sabilitiesandinterestswhilestimulatingnew learningandcuriosity Attentiontothegrowthanddevelopmentofeachchildandfamilyisa hallmarkoftheNurseryDivision,onethatforgesstrongrelationshipsandsupportschildrento makemeaningfulconnections.

AttheNurseryDivision,facultyworkcollaborativelytocreatearichenvironmentwhere children’sinterestsarevaluedandexplored.Thischild-centeredapproachleadstothe emergenceofanin-depthcurricularstudy.Thisintegratedcurriculumandhands-onapproach areusedtofosterproblem-solvingability,andindependentthinkingandtoteachskillsand concepts. Everyexperienceopensopportunitiestoexplorethechosentopicaswellasrelated topics,dependingonthesharedexperienceorspecialinterestsofthegroup.Childrenare encouragedtoaskquestionsandtofindtheanswersthroughresearch,experimentation, observation,andexploration.

EmergentCurriculum

FacultyinspiredbytheReggioEmiliaApproachoftenseethemselvesasresearchers,watching intentlyaschildrenplay.Theyconfidentlyknowthatwovensobeautifullyintheplayof childrenaremagicalthoughts,opinions,andideas.Multipleexchangesofdialogueabouta varietyofsubjectstravelfromonechildtothenext.Facultydocumentanddecidewhatidea couldpotentiallybethesubjectthatwouldholdtheinterestofallthechildren.Theyask themselves,willthesubjectincludeexperiencesthatmeettheneedsofmultiplelearningstyles? Willthesubjectmatterfostercommunitybuildingandfriendship?Canexperiencesbecreated thatbuildliteracyandlogicalthinkingskills?Finally,canitbeinterestingenoughforall

children?Alongthisjourney,theyalsocreatequestionsforchildrentoanswerregardingthe subjectmatter.Thisallowsthemtobetterunderstandtheirperspectiveofthesubjectmatter, thusrespectingthechild’svoiceasanimportantandvaluabletoolfortheevolutionofthe curriculum.Facultyimplementanemergentcurriculum,workingalongsidethechildren.They createinnovativewaystochallengethemandsustaintheirinterestinthesubjectmatter

Threes

Adayinthethreesinvolvesrich,hands-onexperiencesthatdrawonthechildren’sabilitiesand interestswhilestimulatingnewlearningandcuriositythroughplay.Teachersthoughtfully preparetheclassroomtosupporteachchild’sinterestsandneeds,whilesimultaneously providingopen-endedmaterials,allowingforunlimiteddiscoveries.Someofthestimulating activitiesthatchildrenengageinincludesensoryplay,blockbuilding,loosepartsmanipulation, explorationofdifferentartmediums,photography,andsymbolicplay. Childrenbuildtheir intellectualskillsastheyengageinresearchanddelveintoinvestigativeandobservational opportunities.

Inadditiontosupportingeachchild’sloveoflearning,ourprogramstrivestosupportour communityvaluesaschildrenbegintheirinitialjourneythroughHoraceMann.Ourprimary goalistocreateasafeandnurturingenvironmentwherechildrencanthriveandfeelempowered toexplore,takerisksandmakediscoveriesabouttheirimmediateworldastheybecomeaware ofthecommunityaroundthem.Social-emotionalgrowthisavitalsteptowardslearningabout one’sself,self-regulation,andadaptingtoothermembersofthecommunity.Childrenlearnto labelandidentifytheirfeelings,allowingthemtotakepartinmoremeaningfulsocial interactionsandfurthertheirproblem-solvingstrategies. Attentiontothegrowthand developmentofeachchildandfamilyisahallmarkoftheNurseryDivision,onethatforges strongrelationshipsandsupportschildreninmakingmeaningfulconnections.Throughoutthe year,thechildrenaresupportedinsharingfamilytraditionsandvalues.Moreover,childrenlearn

abouttherichnessofourdiversecommunityanddiscoveraboutoneanother.

Thethreesprogramsetsafoundationforlifelonglearningandgrowth.Attunedteachersand engagedfamiliessupportacommunityofchildrenthatarelearningaboutthemselves, connectingwiththeirpeers,anddiscoveringtheworldaroundthem.

Pre-K

Pre-KstudentsparticipateintheNurseryDivision’sfull-dayschedule.Everyweekchildren havetheopportunitytoattendstudioandlibraryclasses,joininscienceexplorations,write stories,andlearnnewsongsinmusicclass.Childrenexploretheconceptsofwritingand drawingandinvestigatemathematicalconceptsbybuildingwithdifferentmanipulativesand participatinginstrategygames.Classesspendtimecollaboratingduringworktimeandshare conversationswitheachotheratmealtimes.TeachersfindopportunitiestovisitCentralPark withtheirstudents,aswellasotherdestinationsrelatedtoeachclassroom’scurriculum.

Thechildrenareprovidedwithavarietyofopportunitiestopartakeinbothgroupandindividual writing and drawing experiences each week. Pre-K students participate in the process of writing their names, adding labels to their drawings, and recording their stories or dictations.

Through Sounds in Motion, students are encouraged to usekinestheticgrossmotormovements to correspond with a letter and a phoneme. This exercisecanbeusedasawaytorememberthe sound each letter makes. We use the Handwriting Without Tears program to teachproperletter and number formation through a child-friendly, multi-sensory approach. Children enjoy seeing how their drawings can convey meaning toothers,andhowwrittenwordscanhelptoclarifyor elaborate upon what they have drawn. Writing also provides opportunities for children to practice holding writing tools with an appropriate grasp while writing initial letter sounds or commonwordstheymayknow.

Pre-K students explore concepts of identity, self-esteem, andrepresentationalartwhilecreating a series of self-portraits. Teachers support children as they discuss concepts related to identity.

By mixing paint, they create a variety of shades to match an array of skin tones. Students examine their facial features and unique skin tones while painting their self-portraits. This process allows children to create a positive self-image while appreciating the similarities and differencestheyseeinoneanother.

Kindergarten

Anemergentcurriculumallowsforthechildrentohaveavoicethatimpactstheclassroomand thelargercommunity Thechildrenprovidetheideasthatformthefoundationfortheunitsof studywhichareprepared,organized,coordinated,andfacilitatedbytheteachers.Wedothiswith thegoalofinspiringchildrentobeauthors,inventors,dancers,singers,andwritersandsharetheir uniquetalentsandabilities.

Throughguidedreading,weworkwithsmallgroupstobuilduponthechildren’sreadingskills. Guidedreadingbelievesindynamicgroupingwhichmeansthatthegroupsarefluidandalways changing.Wewantallchildrentofeelconfidentintheirabilities.Literacyalsooccursorganically throughouteachday.

HandwritingwithouttearsistheprogramintroducedinPre-Kandcontinuesthrough Kindergartenandthelowergrades.Thechildrenexploretheformationoftheupperandlower caselettersusingavarietyoftoolsfrompencilstochalkbitsandwoodenpieces.Thesehands-on toolshelptostrengthenfinemotorskills,enhancealphabetknowledgeandcorrectletter formation.

FromthefirstdayofKindergarten,weencouragethechildrentoseethemselvesaswriters. Writer’sWorkshopfollowsastudent-centeredframeworkforteachingwritingthatisbasedonthe ideathatstudentslearntowritebestwhentheywritefrequently,forextendedperiodsoftime,on topicsoftheirownchoosing.Todevelopskillsasawriter,studentsneedthreethings:ownership oftheirownwriting,guidancefromanexperiencedwriter,andsupportfromacommunityof fellowlearners.

InKindergarten,wefollowtheSingaporeMathprogramwhichrevisitsandbuildsuponconcepts overtimetohelpstudentsdevelopastrongunderstandingofthecontent.Conceptsbuildfrom concretetovisualtoabstract.Thereisanemphasisoncriticalthinkingskillsandproblem-solving ratherthanrotecomputation.Thekindergartenprogramdrawsonchildren’sabilitytounderstand storiesbasedonpictorialrepresentations.

Literacy

Children develop literacy skills by engaging in meaningful speaking, listening, reading, and writingexperiences.Literacylearninghappensnaturallyinchildren’splay.

Sessions often begin with a book, discussion, or a provocation to spark curiosity Children are invited to explore a variety of open-ended and natural materials in addition to art, letters, and writingexperiences.

Whenexploringmaterials,childrenareoftenaskedopen-endedquestionstofurthertheirthinking. When the children are interested in sharing about a picture, block building, painting, etc., the literacy specialist will either take their dictation or help a child to writewordsonhisorherown. Duringthistime,thechildrenmayusephonologicalawarenesstowritewithinventivespelling.

Most importantly, the specialist aims to cultivate the children’s interestinbooksandstorytelling, theircuriosityinwordsandletters,andtheirexplorationofprintandlanguage.

Science

Throughhands-onexperimentsandinvestigations,youngscientistswillexplorescientific phenomena. Open-endedexplorationsandcreativeproblemsolvingencouragestudentstostep intotherolesofscientistsandengineers,craftingsolutionsandthinkingdeeplyabouttheworld aroundthem. Carefulobservationsandinvestigationsintheclassroom,aswellasoutdoors,help studentslearntolookattheworldasnaturalists,exploringtheconnectionsthatabound. Science studentsareencouragedtobeinquisitiveandcreativethinkersastheythinkcriticallyabouttheir world.

Library

ThelibraryissuchawonderfultimeforthechildrentoimmersethemselvesinjustBOOKS! Sessionsincludereadingaloudandindependently,browsingandselectingbooks,andfinally, scanning(checkingout)theirbooks.Read-aloudsareinspiredbyvariousthingssuchasthe classrooms’emergentcurriculums,authorstudies,importantevents,newlypublishedbooks, andqualityclassics.Forexample,NationalPoetryMonthistheinspirationforthepoetry read-aloudswhilebooksaboutnighttimeareperfectinpreparationforPajamaDay.Thereare alwayspreselectedbooksdisplayedontablestohelpchildrennarrowdownthechoices,but theyarealsowelcometosearchforaparticulartopicorideatheyhaveinmind.Thesearch processbeginswiththehelpofsomekeywords,afavoriteauthor,andapreferenceforfictionor non-fiction.Forexample,achildmayaskforassistanceinfindingabookwith“real information”aboutdogsasopposedtoan“imaginationstoryaboutdogsinclothes”,when distinguishingbetweennon-fictionandfiction.Afterhavingsufficienttimetobrowse,scanning

thebookthey’vechosentoborrowisdefinitelyahighlightformany.Mostimportantly,the childrenreallylookforwardtotheirweeklylibraryvisitsandtheabilitytoborrowbooks regularly.Theytakefulladvantageofourextensivecollectionfilledwithcarefullyselected, alwaysupdated,age-appropriate,andverydiversebooks.

Studio

DuringStudiotime,thechildrenaregiventheopportunitytoexploreandinvestigatetheworld aroundthem. Theirdiscoveriesallowthemtomakeconnectionsbetweenwhattheyknowand whattheyareinterestedinlearning.

Playallowschildrentoexpressthemselvesbytouching,moving,listening,seeing,andhearing. Allowingchildrentoexploreandexperimentisvitaltotheirdevelopmentandunderstandingof theworldaroundthem. Theyaregiventhetimetousematerialsintheirownway,allowing themtodevelopconfidenceintheircapabilities. SomematerialsexploredduringStudioare clay,flashlights,paint,drawingmaterials,looseparts,wood,needleandthread,andink.

Through artistic exploration,childrencanexpressthemselvesintheirownway,becreativeand learn at the same time. Most of all, our goal during Studio is to provide a pleasurable experienceforallthechildrenhereattheHoraceMannNurseryDivision!

Music

TheNurseryDivisionmusicprogramisbasedonDalcrozeEurhythmicsfoundedbyEmile Jaques-Dalcroze,aSwissmusician,andeducator.Childrenlearnactivelisteningtocatalyze thedevelopmentoftheirmindsandbodies.

Childrenexerciseandexperiencegamesthatinvolvelistening,singing,moving,and improvisation.Theyalsoplayanassortmentofpercussioninstrumentstohelpdeveloptheir keeninnerhearingwhileinternalizingsensitivemusicalmovements.Themusicclasses encouragefocus,spatialawareness,grossmotor,social,andimprovisationskillstodevelopas wellastheabilitytoworkwithothersinajoyfulenvironment.

Movement

TheNurseryDivisionmovementprogramaimstoprovideasafeandpositivelearning environmentthatcontributestobuildingafoundationforlifelongfitness,health,andwellness. Theacquisitionanddevelopmentofmovementskillsallowchildrentobecomefamiliarwith

theirbodies’movementpotentialandencourageeachchildtogrowandlearnastheybecome physicallyeducatedindividuals.Additionally,elementsofmindfulnessareimplementedto connectthelifeofthebodywiththelifeofthemind.

Thecurriculumisbasedonthethreefundamentalmovementskillcategories:manipulative skill,non-manipulativeskills,andloco-motorskillsaswellasthethree-movementconcept categories:wherethebodymoves,howthebodymoves,andinwhatrelationshipsthebody moves.Theintroductiontonewfitness,sports,anddanceconceptsaredesignedtospark interestandencouragestudentstobephysicallyactiveoutsideoftheclassroom.

TheNurseryDivisionmovementprogramalsoconnectstheclassroomcurriculumseamlessly tomovementexperiencestogenerateenthusiasmamongtheschoolcommunityrelatedto movementandhealthychoices.Theseexperiencesarehighlightedduringspecialeventssuch asHealthyHabitsSuperheroDayandtheWinterFestival.

Social-EmotionalLearning

HoraceMannSchoolhaspartneredwiththeYaleCenterforEmotionalIntelligencetoenrich ourcommitmenttothesocial-emotionallearningofourstudents.Buildingonthe research-basedRULERprogram,teachersandstudentsactivelyengage,value,andlivethefour componentsofthisprogram. TheRULERskillsinclude:Recognizingemotionsinoneselfand others,understandingthecausesandconsequencesofemotions,labelingemotionswith accuratewords,expressingemotionsdifferentlydependingonthecontext,andregulating emotionswithhelpfulstrategies. TocomplementtheRULERprogram,thepsychologistpushes

intoallclassroomstoofferwholeandsmallgroupsocial-emotionallearningopportunitiesthat focusonsocialskills,emotionalregulation,mindfulness,andschoolskills.

SupportServices

The psychologist is woven into the day-to-dayfabricoftheNurseryDivisionandworksclosely with all students, faculty, and families. The psychologist is available during the school day to support children experiencing strong emotions that are impacting their ability to engage successfully in learningopportunities.Parentsareencouragedtoreachoutwithanyparentingor developmental questions that may arise and to seek support around any family transitions. A robust referral list of providers and consultants in the areas of speech, language, and occupational therapy is also availableasaresourcetobothfacultyandfamilies. Inaddition,we have learning support specialists that visit all of the Nursery Division classrooms to work with smallgroupsandprovideindividualizedsupportforstudents.

Health

TheNurseryDivisionnurseisinstrumentalintheday-to-daymandatedhealthoperationsand well-beingofitsstudents,faculty,andstaff.Thenurseactsasaliaisonbetweentheschooland families,aswellasaresourcetotheschoolcommunity.Dailycollaborationwithfaculty,staff, andfamiliesprovideasafeandnurturingenvironmentforourultimategoalofstudent enrichmentandlearning.

ParentInvolvement

AttheNurseryDivision,parentsareinvitedtoparticipateonvariouscommittees,helpplanfor schoolevents,andpartnerwithfacultytosupporttheongoingcurriculum. Therearemany opportunitiestobecomeinvolvedwiththeNurseryDivision,aswellasthegreaterHorace Manncommunity. WithintheNurseryDivision,parentshaveopportunitiestoattend workshopsandmorningconversationswiththeheadofthedivision.

FosteringasenseofcommunityandformingrelationshipsareintegraltotheNurseryDivision. Astrongandrespectfulpartnershipbetweenparentsandteacherscanhelptoestablisha fundamentalfoundationforschoolsuccess.

HoraceMannSchool

NurseryDivision

55East90th Street NewYork,NY10128

(212)369-4600 www.horacemann.org