Second Street Children’s School
Our program is based on the work of Piaget, Vygotsky, Bev Bos, The Reggio Emilia Approach and other child development theory. We consider it to be a developmentally appropriate program for young children. A developmentally appropriate program as defined by the National Association for the Education of Young Children is one that is planned and carried out based on a knowledge of how children grow and what they can do—socially, emotionally, cognitively, and physically at each stage of development. Children learn new skills and develop special interests as they take on typical growth tasks at each stage of life. In addition to having their own individual timetable of growth and development, each child brings his/her own special interests, life experiences, strengths, and needs.
Our program is also age-appropriate, as it takes into consideration the normal sequences of growth typical of children within a given age group. Our teachers understand that young children are active, social individuals who have lots of ideas they want to share. Preschoolers are busy developing friendships and they benefit most when offered a variety of activity choices, such as dramatic play, block building, art, toys, puzzles, exploring sand and water, cooking, music and movement, and a rich and ever changing selection of wonderful books to read.
In our program we:
- Individualize to meet the needs of every child
- Provide a physical environment that is safe and orderly
- Provide an environment that contains varied and stimulating toys and materials
- Encourage children to select activities and materials that interest them
- Expect children to become active participants in play
- Show respect for children’s needs and ideas and talk with them in caring ways
- Respect our parents and encourage them to participate in our school in whatever ways they are able
- Provide training and education in the areas of child development and curriculum for our teachers
What Is Our Approach to Early Learning?
We believe that children learn best through play. As demands for testing and measuring, and getting children ready for total standardization increase, we work to create an environment where children have the support and freedom to explore who and what they are in relationship to those with whom they are sharing their world–that means, their parents, their teachers, their new friends and their environment.
We believe that children learn about the power of print and the value of becoming literate by being exposed to print in meaningful and relevant ways. We know that children, when given the opportunities to hear wonderful stories, are eager to tell their own stories. We see the evidence in the drawings children produce and the thoughts they share with us each day.
We believe that children need ample opportunities to run and jump, hide and chase. We know they thrive when they have some “control” over how they spend their days. Children can make appropriate choices.
We believe that conflict is how children learn about problem solving strategies, and we know that the teachers and other adults do not have to rescue children from emotional conflicts or expressions. However, we need to be by the child’s side to repeatedly give the messages that what children feel and sense are valued.
We believe that the early years are the learning years. This is the critical time where memories are born that will sustain them throughout their years. It is more than the foundation of their whole life.