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Curriculum
Your child IS our curriculum.
Curriculum and development are always emergent here at Hundred Acre Play School- we play and learn in the moment. Teachers follow the lead of the children to see what their interests and ideas are each day. We do not offer activities with one prescribed outcome, children are encouraged to explore their own ideas with materials even when they don't look the way an adult might expect them to. We believe this is the path to learning creativity, persistence, and confidence.
We follow developmentally appropriate practices and use the Wisconsin Model Early Learning Standards to meet each child at their own place and understand that the deepest learning happens when children are interested and invested in the learning taking place.
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Children are allowed to develop organically and in their own time- each child is is trusted to develop skills and explore interests when they are ready to do so- we do not rush children to walk, run, write, or read. Here, it is perfectly fine to enjoy each step of childhood just as it comes.
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Relationships are the foundation of all learning we do. Teachers develop strong and individual relationships with each child and through this relationship are able to connect with children in their learning. Children are assessed through observations, conversations, and deeply knowing each child. While there are typical skills that develop in each child over time, we also believe that every activity a child chooses is providing learning to them- and adults can't always- and don't need to- know what learning is taking place for it to be beneficial to development.
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Our educational beliefs are founded in the idea that children are capable and competent- whole people-, even as they are learning and growing. We respect that children have their own thoughts and preferences. Many of our practices are based in and inspired by the Montessori, Reggio Emilia, and Waldorf philosophies. You will see these ideas reflected in our classroom designs- promoting independence for children to care for themselves, allowing creativity to flourish whenever inspiration strikes, and nature immersion as we spend time in the outdoors.
"Play is often talked about as if it were a relief from serious learning, but for children, play is serious learning. Play is really the work of childhood."
-Fred Rodgers
Creativity & Art
Our environment ALWAYS includes materials on our shelves, that children can access, to foster opportunities to explore creativity. Children are free to discover with materials such as paper, markers, scissors, paint, oil pastel, and more whenever inspiration strikes.
Language
We support children through all stages of their development. Our days include talking and singing together and about what is happening around us, reading (so many!) books together, and slowly building the wide range of skills needed to be future readers and writers.
Social & Emotional Skills
Young children learn these skills through experiencing a wide range of emotions, being in the middle of a disagreement, or finding themself with a problem to solve. With safe, loving adults available for support- we work thought problems as they arise, building the foundation for children to take these on with independence as their skills develop.
Mathematics
As with all of our learning, math is included as it naturally evolves in our play and interests. Children do not need instruction to develop an interest in counting, sorting, colors, and shapes- it comes naturally as they notice it in their world and find use for it.
Sensory
Children have daily opportunities for sensory play and experiences. Our environments include indoor an outdoor options for hands on play that stimulates the senses and helps to develop fine motor skills.
Movement
Young children require movement to learn. We spend large amounts of time in play that children choose- both inside and out- so that each child can regulate with the movement their body requires.