Linden Tree Pre- School

From the Director:

Emergent Curriculum: We encourage learning activities to arise out of each child's interests, actions and experiences. Children have the freedom to explore their surroundings, make choices, communicate, and to resolve conflicts in a supportive climate which nurtures self-esteem and a desire to learn.

From the Director:

Child development theorists indicate, and we agree, that young children learn naturally and enthusiastically in an environment offering a choice of activities created with children's needs in mind, rather than adults'. We focus on the child forming positive and enjoyable associations while acquiring new skills and incorporating new information. It is important to us that each child feels safe in being unique and in performing the countless experiences that constitute their growth. We put an emphasis on social/emotional development because we feel it is a necessary foundation for all other learning.

Linden Tree Preschool provides a safe and caring environment that stimulates the physical, social, emotional, and cognitive development of children. A blend of academic skills, personal knowledge, and social awareness enables children to learn to the fullest of their abilities, preparing them for further education and lifelong learning. Small by intent and design, Linden Tree Preschool's size is a great strength as it promotes openness, accessibility, and collaboration.

Each day we will set out pre-planned activities in the art area (table and easel), sensory tables, and fine motor/writing center table.
We choose activities that are interesting, inviting, age and developmentally appropriate, open-ended and process oriented.
If a particular activity is popular we may choose to repeat it often (with slight variations) until the intense interest passes. Every project will be based on what children say and do.
Teachers will actively observe children to learn their interests, and then offer to develop, explore, and extend that which students find most engaging.
There are no adult made models to follow, no particular way to use the materials available and (within reason) the children are able to easily modify or add to the materials to suit their own interests and needs.
This freedom to act upon their own interests in their own way is a critical factor in the successful development of children's self esteem.
This practice is based on the social constructivist model that supports the idea that we form ourselves through our interaction with peers, adults, things in the world, and symbols.
In our classroom, there are clearly defined interest areas where children can engage in activities of their own choosing.
These areas may include spaces for: art, alone-quiet time, reading and relaxing, block building, dramatic play, sensory/water activities, science, music, manipulatives, gross motor activities, computers, writing and drawing.
These spaces are created based on a child's eye view, are adapted to meet the current interests and play needs.
Teachers suggest play possibilities through the arrangement of materials and having related props available.
Open-ended use and transformation of materials is encouraged with the focus being on process rather than product.

There are twice a year parent-teacher meetings. Parents, teachers and the administration communicate on the future of the students and give advice from our collective knowledge of the schools.

The first few days are only an hour long and we lengthen the sessions until it is the normal 3 hours long. Separation is case by case. We encourage parents to leave when the child is ready.