The Discovery Preschool: July 2013

Here is some information about me (Teacher April), our preschool curriculum, and daily routine. I've also included some photos of the school below.

Teacher background:

I am a wife and mother of four children. I have taught preschool for the past four years at the South Weber Development Preschool. For the past nine years, I have worked as an education specialist at the University of Utah developing science education materials for grades K-12. I am a former research scientist, having a B.S. degree in biology and an M.S. degree in genetics, who has become very interested in teaching science and critical thinking skills to young children. I am working toward a second degree in early childhood education at Weber State University. I bring this knowledge and experience to my home preschool, opening for enrollment fall 2013.

School curriculum:
I use a project approach when teaching young children, meaning the curriculum is guided by the children's interests and experiences. With guidance from the children, I choose study topics that develop into projects lasting a few weeks and up to several months. I've seen that when children study a topic deeply and over time, they become self-directed and engaged learners. (Learn more about project approach here.)

I strive to teach the whole child, promoting social, emotional, physical, and cognitive development. I believe teaching life skills to children is especially important. These skills include communication, creativity, critical thinking, and problem-solving. (Learn more about life skills at Mind in the Making.) The development of these skills have long-lasting effects on brain development and school success.

Math and literacy skills are integrated into everything we do. But I emphasize science and the arts because I've found that it's the best way to teach children to be creative thinkers and problem-solvers. Children will be encouraged to 1) observe and describe their world, 2) ask questions and record them on a question board, and 3) find ways to test their ideas and discover answers for themselves. With teacher guidance, this emphasis on the science process helps children feel very powerful and in control of their own learning.

Daily routine:

1. Share-and-Learn. (15 minutes) As children arrive, they choose from a collection of library books. They are invited to look closely at the illustrations to discover what the book is about. A few children are invited to show a book to the class and talk about it. Also, any child who has found "science" in their world has a chance to talk about it and show it to their classmates. We think about the science and add any questions we have to our question board. I have had children bring rocks, seeds, leaves, bouncy balls, an old cell phone they took apart, a pet snail, etc.

2. Group activity. (15 minutes) After our sharing time, it is teacher's turn to talk. I introduce new skills and materials that will be available in the classroom. Or, I review skills we have been working on. This might be a math problem (e.g., how many different kinds of seeds have we found this week), a rhyming game, a song we learn, or a book we read.

3. Choice time. (60-90 minutes) Students choose from various interest centers, including a dramatic play center, a building center, a school library, a sand and water table, and a table with various works (e.g., puzzles and other manipulatives inspired by Maria Montessori). During this time, I scaffold children's play to promote learning. I also invite a few children at a time to work with me on a more teacher-directed activity. For example, I might help students write or illustrate their own book. Or, help students graph the number of bees we counted each week this month. (My neighbor keeps bees.)

4. Snack and story time. (10 minutes) Children (with the help of their parents) take turns bringing a healthy snack to share with their friends. While the children are eating, I often read a couple of stories to them.

5. Outside time. (30-60 minutes) We go outside every day. We exercise as a group, we play fun games (e.g., What time is it Mr. Fox?), and we do a LOT of science as we explore and play in the outdoors. In the heart of winter there are some days when it's just too cold to go out. Then we work on developing art skills. You can learn more about my methods for teaching art skills from the book The Language of Art: Reggio-Inspired Studio Practices in Early Childhood Settings by Ann Pelo.

6. Closing circle. (20 minutes) The school day ends with a group discussion. We discuss things we have learned and experienced that day. We sing songs. We read a book. If any of the children have made new science discoveries at outside time, they share their discoveries with their classmates. We get our backpacks and prepare to go home.

Parents, I hope this helps you understand more about what we do at school. I look forward to working with you and your child! After all, parents are the first and best teacher for their child. This blog will be updated at least monthly to keep you informed about the great things happening here. I invite you to tell me about the great things happening in your home. Let's work together to connect school and home for your child!

King regards,
Teacher April

The art studio: