Teachers plan hands-on, minds-on experiences inside and outside based on their knowledge of child development and best practices as well as the needs and interests of the children themselves. On-going assessment of children’s progress includes the gathering of anecdotal records, digital photographs, developmental checklists and work samples.

 

CCNS teachers plan curriculum to support all areas of a child’s development: cognitive, social, emotional, physical and creative. We see learning in preschool as hands-on and integrated. It is a joyful, playful time where children are learning. 

 

A child’s time outside chasing butterflies on the playground for instance incorporates all the dispositions for learning as well as cognitive development: science (“What type of butterfly is this?” “What is the life cycle of a butterfly?”); math (“How many butterflies did we see?” “How wings does a butterfly have?”); language (“Monarch Butterflies are orange and black.” “Let’s make a poem about butterflies!”); social skills ( “Who would like to answer first?”); physical development (running after the butterfly, while avoiding each other); and creative (painting a picture of the butterfly or dancing and moving like one.)

 

There is no specific “math time” “or science time.” Learning is everywhere and happening all the time supported by teachers skilled at looking for and creating moments of discovery and learning based on children’s needs and interests.