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.