Independent Preschool and K-3 in Broomfield, Louisville

Curriculum Overview
Consistent with our view of children, our curriculum is emergent, meaning that it arises naturally from a discourse or series of interactions between the child and the teacher, or between the child and their peers. Because we place importance on the role of communication in the learning process, we value the work of Lev Vygotsky and Loris Malaguzzi, who both understood that children learn in relationship with others.

In addition to this view of children as socially interdependent, we also view children as competent individuals who are interested in having a say in their own education. Children naturally want to learn, and it is often a matter of getting out of their way. By closely observing the child's interests and areas of focus, we are able to help them to develop their ideas, expand upon their initial interpretations and deepen their understanding.

In this way, we value a long-term project approach to learning. By encouraging and sustaining these slowly unfolding investigations, we are supporting the development of critical thinking skills and allowing for time in the learning process. Because of the nature of in-depth study, the child necessarily must utilize tools of reading, writing, mathematics, and science. Within this naturally meaningful context, the knowledge attained in these content areas has staying power by association to the interest of the child.

Additionally, in a multi-age setting children will encounter opportunities to scaffold each other, and be scaffolded in the learning process. This type of peer support is powerful in a way that adult support cannot be; it allows children to teach each other, and therefore own their knowledge, skills and ability to communicate.
Tempera Paint - Click on the image above to watch as two three-year-olds voluntarily work together to sound out two very difficult words.

Flow of the Day
This is a sample preschool/pre-K schedule to give parents an idea of what a school day might look like. The times are flexible and will change as needed, depending on the group’s needs and interests.

~8:00 (about 1 hour) Free Play - For those children arriving early, this will be a time for free play with others or individually or small group work with a teacher.

8:50~9:20 (about 30 minutes) Children Arrive and Greet Each Other - This is an opportunity for the children to gather and talk amongst themselves and with the teachers about what they might have done the previous evening or whatever is on their mind. It allows them to transition from home to school so that they are prepared for learning.

~9:30 (10-30 minutes) Morning Meeting - At morning meeting we will discuss possibilities for the day, explaining the various activities that will be available in each area of the classroom and asking what plans the children are interested in making. In addition, this is when a more teacher-directed activity might occur, such as introducing and reading a new book, singing a name song, or trying a name-spelling game.

~10:00 (10-30 minutes) Snack Time - We will sit as a group and have snack together, continuing to further our plans for the day while also working on conversation skills.

~10:20 (1-2 hours) Work Time - This time will be utilized to carry out the plans that we had made earlier. This can include small group work, large group work, or individual work. It may include time spent outside or inside. In addition, there will be "offerings" (similar to classes, but optional) given by teachers and community members that the children can choose to attend.

~11:45 (5-30 minutes) Lunch Time - We will again sit down together as a group to enjoy lunch and to reflect on the day.

~12:30 (5-45 minutes) Quiet or Outside Time - As the rooms are set up for nap time, the children will be able to work on quiet activities indoors or go outside (weather permitting). Some children may also leave at this time.

~1:00 (1-3 hours) Nap or Quiet Work Time - Children will be given the opportunity to rest on a mat reading quietly, or encouraged to go to sleep, as is appropriate. If the child is no longer napping, or as they wake up, they will be able to work outside or quietly in the studio, library or common room. Older children will be able to attend afternoon "offerings" or work independently.

~2:30 (10-30 minutes) Snack Time - As children wake up from nap or wrap up their afternoon work they will have the opportunity to reconvene for an afternoon snack.

~3:00 (1 hour) Free Play & Cleanup - Most children will leave at this time, but those who remain will be able to play freely and will have opportunities to help teachers clean up for the day.

Materials
By offering children a wide variety of materials that are both man-made and natural, we allow them to construct their own learning. Materials that are open-ended and can be used in various ways are the most effective for promoting critical thinking and imaginative play. In addition, we can help encourage children to be confident and competent by organizing materials in a way that allows children to easily access them and understand how to put them away.

We are always looking for new materials to ensure that we have a variety of novel provocations, so if you have anything you might like to donate, please see our materials wish list for ideas.

Documentation & Assessment
Documentation is an important component of the Reggio Emilia approach. Documentation can help teachers and children create records of their common experiences, creating a community within the class. In addition, photographs, video, and recorded conversations can be reviewed by teachers to help determine what the children already know and where they might try to go next. The documentation can also be reviewed by the children to help them reflect on their experiences, allowing them to think critically about what they learned. We believe that documenting children in this way authentically assesses their progress.

Conflict Resolution
In order to support the children in conflict resolution, we model strategies found in democratic learning communities, such as Supportive Social Learning (created by Boulder Journey School founder Ellen Hall) and restorative justice approaches (small and large group councils). Our stance on conflict resolution is heavily influenced by our belief in an education based on relationships within the learning community.