Early Childhood Guide
EARLY CHILDHOOD the college school
EARLY CHILDHOOD the college school
“Teachers are like explorers, using maps and compasses, they know the directions but they know that every year the terrain, the climate, the reasons, and the children add new ones, and that the order of times and problems can change. Destinations are important and will not be lost from sight; but more important, is how and why we reach them. That is precisely why it is essential for both adults and children to be able to retrace their steps, or rather their knowledge and outcomes, through an attitude of recognition made possible by observation, interpretation, and documentation.” — Loris Malaguzzi Founder, Reggio Emilia Approach
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EARLY CHILDHOOD the college school
Welcome to Early Childhood For 30 years, the passionate, reflective, and emotionally responsive educators of The College School’s Early Childhood Program have been inspired by the educational philosophy and preschools of Reggio Emilia, Italy. We strive to create joyful, engaging classroom environments and intentional learning opportunities that are firmly rooted in the interests and educational motivations of the children. As active listeners and researchers, we partner with children and families to foster a lifelong appreciation for creative and investigative thinking through play, collaboration, exploration of the natural world, and sustained project work.
Every Day in Early Childhood.................................................................................................................... 5 Program Components.................................................................................................................................. 6 What is the Reggio Emilia Approach?.................................................................................................. 8 Social-Emotional Development............................................................................................................ 10 Academic Preparedness.............................................................................................................................11 Parent Partnership.........................................................................................................................................12 Feedback and Assessment......................................................................................................................13 Logistics...............................................................................................................................................................14
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EARLY CHILDHOOD the college school
Every Day in Early Childhood Warm It is through nurturing, listening to, and trusting our youngest students that we can design spaces for learning, social and emotional growth, and the building of strong, collaborative relationships. Our classroom environments provide thoughtful, inspiring spaces for our students to investigate, explore, and thrive. Child-Centered We believe that school is a place where all children are recognized as important parts of our community. Teachers and children work together to build a community of learners where critical thinking, collaboration, and joyful discovery take center stage throughout the school day. We strive to create a culture where our students take ownership of their questions, their ideas, and their learning. Play We believe that play provides a critical context for learning throughout the Early Childhood Program. Whether our students are exploring outdoors, expressing themselves in the Atelier, or investigating within their classrooms, play functions as a catalyst for building meaningful relationships, bolstering authentic investigations, and enabling students to use their voices with creativity and pride. Morning Meetings Morning Meetings are an essential component of our Early Childhood Program. These class meetings revolve around the children’s ideas, wonderings, research, observations, and a variety of social-emotional topics. While teachers help to facilitate these meetings, this is truly a time for the children to have their voices heard within a larger group and build community with their peers. Morning Meetings support ongoing investigations and sustained project work. Meaningful Work We believe that the best ideas and questions come from our students. Within the Early Childhood Program, our curriculum is driven by the student’s voices, ideas, theories, and areas of interest. We strive to create authentic, academically challenging experiences and learning opportunities through hands-on, creative explorations, and meaningful investigations.
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EARLY CHILDHOOD the college school
Program Components The Reggio Emilia Approach The College School’s Early Childhood Program engages children, teachers, and parents in an experiential approach to learning. Each day holds many possibilities for the children to find challenge, to develop insight in thinking, to create, to discover, and to work together. And since 1992, the Reggio Approach has inspired our community: •
We strive to create beautiful, home-like, organized spaces full of a rich variety of wonderful materials for our students to use.
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We value collaboration among adults and children.
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We know that intellectual curiosity, the having of wonderful ideas, and acting on them, is at the heart of lifelong learning.
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We believe that children understand the interdependence and connectedness of the world around them, and we support their developing knowledge, imagination, and skills across disciplines.
See more on page 8.
Social-Emotional Development Children’s healthy social-emotional development is at the heart of all we do. Through discussions, small group collaboration and negotiation, children learn to build trust in relationships. Encouraging children to use their voices, engage in role-playing, and model kindness are critical components of our program and important in developing confident learners. We see children as individuals, each with gifts to share with their communities. See more on page 10. 6
EARLY CHILDHOOD the college school
Academic Preparedness As a community of learners, we feel strongly that children learn best when experiences are authentic and meaningful. Students in the Early Childhood Program are exposed, in ageappropriate ways, to all academic disciplines, including mathematical thinking, literacy, scientific inquiry, and more. Introduction of Specialist teachers in Drama, Music, Art, and Greenhouse also provide additional opportunities for growth and exploration. See more on page 11.
Parent Partnership Connection, partnership, and open dialogue between home and school is essential to student success. We actively partner with our families in many ways. •
Support for their child’s academic and social development.
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An understanding and support of the school’s mission, educational philosophy, and behavioral guidelines.
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A commitment to act with responsibility and respect toward all members of the school community.
See more on page 12.
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EARLY CHILDHOOD the college school
What is the Reggio Emilia Approach? We have combined The College School’s dynamic experiential program with the Reggio philosophy’s strong history of exploration of the many languages of young children and careful documentation of children’s thinking. Walk into our Early Childhood Program, and you will observe children interacting in small and large groups, as they express themselves in a hundred languages, including dialogue, music, dance, construction, art, drama, cooking, science, and math. The following principles and beliefs guide our commitment to the young child and their families. • • • • • • • •
The child as protagonist The child as collaborator The child as communicator The environment as third teacher The teacher as partner, nurturer, and guide The teacher as researcher The documenation as communication The parent as partner
Teachers regularly document children’s work and ideas through photography, video, displays, and writing, as they strive to support each child’s capabilities and potential to the fullest extent.
Our membership in the North American Reggio Emilia Alliance enables us to support this approach and stay current on development opportunities that strengthen and inspire our program. Other resources we rely upon include: Missouri Department of Education’s Project Approach and Standards, The National Association for the Education of Young Children, David Sobel’s work with place-based education, and Ron Berger’s work with project-based learning.
Early Childhood Projects Early Childhood projects are in-depth investigations of a real-world topic that integrates many disciplines. They positively reinforce physical, social-emotional, and cognitive skills. Projects emerge from children’s interests through provocations, literature, or natural occurrences in children’s lives at school or home. During projects, children interact deeply with a subject through field trips, artistic interpretation, research, and classroom explorations. They often conclude with a culminating experience, which includes opportunities to share their understanding and interpretations with the community. We may stay with a project for one day or for one month, as we integrate our curricular objectives. Projects often result in a final product, such as a display, model, performance, or a book. See the following page for project examples.
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EARLY CHILDHOOD the college school
Project Examples Space A study into the depths of our universe Students displayed an interest in outer space after repeatedly completing a large space-themed puzzle. This interest evolved into comparing notes and pictures of planets, stars, galaxies, and more in the classroom Message Center. Budding astronomers became aspiring astronauts. After further research and a visit to a planetarium, students designed and created their own space station. They ended the year by making flash cards with text and authentic drawings to share their knowledge with the larger community. Integrated disciplines: • Technology • Science and Inquiry • Mathematics
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Literacy Fine Motor Social/Emotional
Obstacle Courses
Collaboration and creativity through design Students collaborated to imagine and design an osbtacle course that would benefit the larger school community. After researching, experimenting with different materials, and creating initial schematics, students worked with a local architect to create a master plan for their obstacle course. The students ended the year with the unveiling of their dream obstacle course on our Newport Playscape. Through design and research, students learned critical thinking, problem solving, and grasped the interconnectedness of the world in which they live. Integrated disciplines: • Research & Design • Social/Emotional • Mathematics
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Literacy Gross Motor Community Partnership 9
EARLY CHILDHOOD the college school
Social-Emotional Development Providing a safe and nurturing environment for social-emotional growth is paramount to meet the needs of our youngest students. As educators within the Early Childhood Program, we strive to engage with the whole child, both academically and emotionally. Over the course of the school year, we meet each child where they are and partner with parents in creating ongoing goals for growth. Our child-centered and community-centered philosophy enables children to develop selfawareness, self-confidence, and increasing responsibility. Children are encouraged to collaborate, learn about each other’s differences, help take care of others and the classroom environment, and work together. Each day holds many opportunities for building skills of kindness, empathy, helping others, and being a part of a community. As educators, we partner with our students to facilitate a healthy environment of mutual trust and respect. Teachers support and listen carefully to children’s thoughts, ideas, and opinions with the deep understanding that all children are capable and competent. Students and educators work together to create a community where acceptance, love, and kindness guide the meaningful learning that we do. Our program promotes positive, lifelong approaches to learning by providing opportunities for children to show curiosity, take initiative, exhibit creativity, and demonstrate confidence, persistence, and collaborative problem-solving skills.
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EARLY CHILDHOOD the college school
Academic Preparedness As a developmental program, we authentically expose children to all the academic disciplines, so they can connect to the ideas and be well-prepared for future grades. Students also connect with Specialist teachers for Greenhouse, Art, Music, and Drama. The program progresses through Kindergarten, as the older students have more focus on specific academic skills and have increased time with the specialist teachers. Literacy and Communication Teachers and students regularly explore books with rich text and illustrations. Children are encouraged to use their voices as they engage in role-playing. Letter formation and both writing and reading skills progress throughout the program. Mathematical Thinking Children are encouraged to predict, question, and hypothesize as they construct relationships of category, number, space, and time. These skills are developed while participating in their social and physical environment, making discoveries meaningful and practical. Scientific Inquiry Natural materials and the outdoors are wonderful provocations for asking questions and making observations. With inquiry as the basis for our school-wide science program, we use the natural world and authentic experiences to inspire Early Childhood students’ scientific thinking. Expression in the Atelier The Atelier serves as our Early Childhood art studio and as an artistic hub for children’s experiences. The studio is equipped with easels, paints, drawing materials, clay, wire, collage objects, technology resources, and a multitude of natural and recycled materials. Performing Arts In Drama classes, our students listen to, tell, make up, and act out stories with an emphasis on characters and creativity. Rhythm, song, and instrument exploration also are “languages” through which children learn to express their ideas in Music class. Turn-taking and listening skills are also employed. Gross Motor Development Physical movement is encouraged through participating in various games and activities that encourage: hand-eye coordination, gross motor muscle development, spatial orientation, body-awareness, and directionality. Greenhouse and Gardens Planting seeds, composting organic material, and harvesting herbs are all regular occurrences during time in our greenhouse and garden. Education for sustainability leads children to understand the interconnectedness of humans, the environment, and all of the Earth’s systems. Spanish Exposure to the Spanish language is integrated into the Early Childhood curriculum through an introduction to common phrases, literature, and cultural exploration.
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EARLY CHILDHOOD the college school
Parent Partnership Communication Strong communication among students, faculty, parents, and administration is crucial to each student’s success in the Early Childhood Program. Communication is naturally a two-way process. We believe in regular communication with parents: it is always easier to communicate about an issue when there is already a relationship formed from earlier communication. From School to Home The team sends home regular communication. The Preschool classrooms email journals that celebrate and document specific projects and work done that day. Kindergarten sends home a weekly email with logistics and curriculum updates. All three classes send home weekly pictures for parents to enjoy. From Home to School Parents are encouraged to stay in close touch with teachers when questions or concerns arise. Email communication is the best way to start a conversation. Phone calls are also welcome and then meeting times to talk in person can be arranged as needed. Our School Family Our school doesn’t work without parent involvement. Throughout the year, we strengthen our family community through school events such as curriculum night, coffee talks, and of course, field trips. We hope you’ll be an active member of our school. Volunteer Please consider volunteering your time and talent at The College School. We depend on wonderful parents to support the myriad of activities that raise money for our teacher enrichment programs and strengthen the social fabric of our school community.
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EARLY CHILDHOOD the college school
Feedback and Assessment Ongoing Evaluation We use many examples of children’s work to create an authentic, holistic picture of each child and their growth. Anecdotal observations are often the most beneficial for our youngest students. As children progress through the school and become increasingly expressive and proficient in their language and written communication skills, more formal assessment methods in areas of literacy, mathematics, science, and social studies are utilized. Conferences Fall and spring conferences give teachers and parents the opportunity to celebrate children’s successes and to strategize on areas needing growth. Teachers always appreciate advance notice of any specific topics parents want to discuss. Parental input enables teachers to provide a comprehensive conference. Report Cards Report cards are emailed twice yearly, following Winter Break and during the first weeks of summer. The Early Childhood report card is a combination of narrative reflections, anecdotal documentation, and specific skill assessments. Developmentally-appropriate assessment practices are administered regularly. Typically, teachers in the younger classrooms use regular anecdotal observations, work samples, and photographs to assess each child’s progress. Screenings The Devereux Early Childhood Assessment (DECA) is administered by teachers to all Early Childhood students. Speech and language screenings, as well as vision screenings, take place each fall in partnership with outside testers. The Early Childhood team also partners with The College School’s Student Support Center to offer outside resources when needed. See page 16 for more information about our Student Support Center. Student Support Our Learning Specialist and School Counselor partner with teachers, students, parents, and outside professionals to ensure the academic and social success of every student at The College School. Staff assist in a variety of ways to help them reach their highest potential. Staff directly helps individual students who have diagnosed or undiagnosed learning disabilities or who need specific academic, social, and emotional support. They also work with whole classes or small groups on specific needs. A few examples of student support in our Early Childhood Program include: • • •
Support and planning around Individualized Learning Plans; Small group support for academic, social, and emotional needs; Guidance in navigating and requesting outside resources when, and if, appropriate.
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EARLY CHILDHOOD the college school
Logistics In addition to the school information in the Family Handbook (located on the Parent Portal), we would like to draw your attention to a few logistics around our Early Childhood Program. Start of Day Classes begin at 8:15 AM for the entire school. We ask that students arriving before 8:00 AM be taken to the Before School Program. If a student will be absent, please contact teachers and the Administration Office to let us know before 8:15 AM. End of Day Early Childhood families pick up at 3:00 PM. Students staying in the After School Program will be escorted by a teacher to the Dining Room around 3:00 PM. Dismissal for the rest of the school is at 3:15 PM. Lunch There is a strong emphasis on healthy living and stewardship to the environment that we model and teach our Early Childhood students.
Our Standards of Practice: Email Communication
Our lunch program will provide lunches that are nutritionally-sound with locally-sourced ingredients whenever possible, as well as reusable dishes and utensils. Milk and water will be available.
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Email is a great way to communicate with your child’s classroom teachers.
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With our attention focused on the children throughout the day, we appreciate your patience in responding.
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You can expect to receive a response within one (1) business day.
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Always feel free to call the Administrative Office directly if you need to relay a timesenstivite message.
Snacks Healthy, fresh snacks are shared in a communal setting each day. Fruits and vegetables comprise a majority of our snack options. Please advise your child’s teacher about any food allergies.
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EARLY CHILDHOOD the college school
Personal Items The College School provides a variety of educational materials for children to use during the school day. We ask that all toys remain at home. Books, photos, and natural discoveries are always welcome. A personal item for rest time is also welcome (see below). Clothing Please dress your child according to the weather. When in doubt, dress your child in layers, which can be removed as the day warms. School clothing and footwear should be practical, washable, and comfortable. We ask that you also send a complete change of clothes, which will be stored in your child’s cubby. Please label your child’s belongings. Medications When it is necessary for a student to take medication during the day, a written note signed by a parent/guardian must be given to the Early Childhood faculty, stating the medication’s name, as well as when and how it should be taken. Medications should be in their original container and will be kept by the school nurse until needed by the student. Rest Time We recognize the benefits from a scheduled quiet time each day. School will provide a spot and a rest mat for each child. Many children enjoy resting with something special from home. A small stuffed animal or favorite soft item that will help your child rest comfortably is welcome. A small blanket and pillow are also welcome. Please check that items fit easily into the cubby and are taken home to wash or replace as needed. Preschool rests an average of 90 minutes per day, while Kindergarten rests an average of 45 minutes per day. Toileting While it it our policy that all admitted students are fully toilet-trained, we understand that mastering this life skill can be a process. Please be aware that if your student has two accidents in a week, we will reach out to arrange an in-person meeting for crafting a plan moving forward. Field Trips Several trips are planned during the school year, some as close as Lockwood Park, others requiring transportation in the school’s bus. The older the students are, the more off-campus trips they experience. Teachers email information about all trips well in advance. 15
It’s more than academic.
EARLY CHILDHOOD GUIDE the college school
7825 Big Bend Blvd • St. Louis, MO 63119 314.962.9355 • thecollegeschool.org