FREEDOM OF CHOICE: FREEDOM TO GROW
Children need to make choices, take on responsibility and express their ideas. Teachers are required to plan activities for the week and make changes to the classroom environment for the children each week. Children are encouraged to participate in creative craft activities (painting, gluing, cutting, working with clay, etc.), science and discovery activities (weather conditions, sand play, footprints, pets, experiments such as seed planting and making of play dough, etc.), construction activities ( blocks, Legos, builders, etc.) story and quiet activities (variety of books and special books on monthly unit), fine motor activities (working with a variety of materials which develop small muscle dexterity, size-shape recognition), large motor activities (utilizing a variety of equipment which develops large muscle strength and control), puzzle activities (matching things that correspond, sequencing and copying patterns), and dramatic play activities). A combination of child initiated and teacher organized activities offer children choices and a sense of freedom as they enjoy their day.
Freedom to grow comes from children's sense of security when they understand and trust the limits in their environment. When children are protected from hurting themselves and others, they feel secure. A child needs guidance to govern his own behavior. They must be shown appropriate ways to act. By experience and observation, they slowly realize what behavior and actions are acceptable. Through our center program, including routine care, nutrition and curriculum programs, we strive to provide a rich balance of freedom with limits. This "builds in" a sense of security and leads to self-confidence.
PLAY AS MEANINGFUL LEARNING
Play has been called the work of the child. Some adults consider play as something frivolous and a complete waste of time. But, to the young child, play is very serious business, requiring deep concentration. Play is a time to be absorbed in painting a picture, building with blocks or being a "grandfather" in the dramatic play area. The feelings are earnest and intense. A child engrossed in play is much like an adult working on a project he loves or like an artist enthralled in his creation.
Play is a time for thinking, a time to solve problems, a time to investigate, to organize ideas and thoughts and a time to use mind and body along with the social skills possessed to respond to an idea or situation. Play is a time when children learn from each other and learn about the world in which they live.
The "work time" element of Cornerstone Daycare Learning Center curriculum has a playful quality as described above. Children work individually or in small groups and flow from task to task. The teacher's role is to provide challenging stimulus and expand upon the child's learning, guiding their development. As the children play/work, teachers are busy hearing what they say, "reading" children's faces and sensing what is on their minds. These observations create the agenda for future plans with the children as individuals and a group.
CREATIVE CURRICULUM
Cornerstone is in the process of adopting the Creative Curriculum. Creative Curriculum works in our environment because it is interest based and allows for much flexibility while providing a strong organizational structure. Our teachers are learning how to employ the techniques of the curriculum and how the assessment portion of the curriculum benefits our families. We are excited to further explore this curriculum and make use of all it has to offer.
