ART
Art provides opportunities for motor activities, self-expression, problem-solving, science, and many other experiences. Children are free to experiment, change, invent and create with whatever materials are available. Requests for different materials are also honored. The adults NEVER MODEL or participate with the children while they are creating. Try not to judge or make comments about their art (even positive ones like "you did such a good job" or "what a pretty picture"). If they ask you if you like it, take it and show it to them and ask THEM if THEY like it! We are encouraging self-satisfaction versus pleasing others.

Our concern is for the PROCESS, the interaction with the materials, versus the finished product.

Get rid of the chairs! Have the children help you move them and stack them.

Encourage them to get their own materials: paper, markers, painting tools, etc.

The children may choose to have their name written on their work, and may choose the color or location for their name. Some children may prefer to try to write their own name or leave their work unlabeled. Please ask them and honor their request.

Don't worry about a mess. If it is caused by a child's deliberate action, they should participate in the clean-up.

Ask the child if they need a smock for painting or messy water table activities, but do not force them to wear one. Let them put it on for themselves.

BLOCKS
When children build with blocks, they are often learning about size, weight, and number concepts. They are also coordinating and controlling muscles. They are expressing ideas and learning to cooperate with others. They are problem-solving and inventing.

The children may build anything they choose. Again, no models. Only physically threatening behavior is discouraged.

Encourage children to think about where they are building; will it be easily knocked down by others? Does that matter to them? Is it obstructing a door or another play area?

Encourage children to put blocks away. The shelves are labeled for all of the block types. This is a good math and spatial exercise!

You may use the camera to take a picture of a block project before it is dismantled if the child would like a momento. Sometimes, children will make signs to let others know not to take something down.

TABLE TOYS/PUZZLES AND GAMES
In addition to sheer fun, these activities help develop spatial awareness, concept building, cooperation, matching and classifying, coordinating the actions of the eyes and the hands (reading and writing readiness), and expression of ideas (language development).

Children may choose toys, puzzles, or games from the shelf or cabinets. Many activities are child-directed, but some may require adult assistance.

Children may "save" their creations on the "saving counter" or can take a picture with the camera.

LANGUAGE
Develops a love of books and a desire to read (reading readiness). Turning the pages alone teaches children about reading from left to right. Talking about what happened in a story helps with language development and expression of ideas.

We have a variety of books available to children. The library is a peaceful place where a child may go to look at books, or engage in some other quiet activity such as drawing or listening to tapes with earphones. Parents are also encouraged to read to individual children or small groups. Allow for interruptions to the story and encourage children's extensions and interpretations of the written word.

SCIENCE/MATH
Children in this area may be sharpening their observation skills, conducting experiments, manipulating or grouping objects into categories, inventing, developing hypotheses, enjoying nature, or taking care of animals.

Children are free to explore the science area. Tools for exploration (such as magnets, magnifying glasses, tape measures, scales, etc.) are provided for the children's use. Be available for discussions to spark the children's curiosity and to help them find answers to their questions. Say things like, "What do YOU think?" or "Let's see what will happen if..." Take them exploring around the room to measure, magnify, etc. Or if the room is relatively calm, maybe outside through the window (in very small groups with specific task, i.e. filling the bird feeder, looking for leaves, etc.)

DRAMATIC PLAY

We encourage the children's creativity and imagination. Allow them to role play in any way they like; please avoid gender stereotyping.

Children will often invite you into their play. Follow their lead, letting them dictate the play. Feel free to ask questions to extend their learning: "Where will the wedding be?" "Are we walking or driving?"

WATER/SAND TABLE
The versatility of sand, water, and other tactile experiences provide a framework for the development of many concepts. Weight, volume, and texture allow for the most basic type of scientific and mathematical exploration. This area will help children develop logical thinking, recognize cause and effect, develop cooperation by working together, and build small motor skills.

The children are free to enjoy the natural materials provided in the table. We encourage the children to try to keep the materials in the table, and to help clean up when spills occur. Child-sized brooms and dustpans as well as rags are available for this purpose.

SNACK

Encourage the children to serve themselves, including pouring drinks (fill the pitchers half full). Encourage good manners and passing of food to others.

As food is passed, children should take their "fair share" of the items and pass them to the next person at the table.

Each child should be encouraged to eat snack, but should not be forced.

When children are done eating their snack, they should clean up their space; they throw away their trash, wipe off the table with the sponges provided, and sweep under their seat.

CIRCLE TIME

Please sit on the floor with the kids. Your own child may wish to sit with you, but do your best to engage with others as well.

Gently encourage the children's participation in the circle activity. If a child is distracting the others, please move closer to them to try to engage them in the activity. The teacher may ask for other specific help.

If a child does not want to participate, but would rather watch from a distance, that is okay. When they are ready (later that day, in a few weeks or even months), they will join in.

GROSS MOTOR ACTIVITIES

On occasion we will use bikes and whiz wheels in the hallway. They are stored in the boiler room directly across from the main classroom. Children may NOT go into this room; the teacher will let you know when to set up the area.

Four children may ride at a time. A general guideline will be ten minute turns, so that others may have the opportunity to ride during the allotted time period.

Children should follow the arrows on the floor to avoid head on collisions. Children should remain in site of the attending adult at all times; please do not allow children to go down the entry hallway. The double doors at the end of the hall should be closed as well.

Children who are driving recklessly are in danger of hurting themselves or others. If, after an initial reminder of the "rules of the road" a child continues to drive recklessly, please help them park their bike and return them to the classroom.

Additional materials are available as well, including gymnastics mats and apparatus, a climbing structure, and other things that will be used from time to time and often on rainy days will be set up in Room 22 for an alternative to outdoor play.

OUTDOOR PLAY

Outside time occurs every day except in bitterly cold or rainy weather. Most children enjoy the colder weather if they are dressed accordingly. When you are co-oping, come dressed for the weather with boots, gloves, hats and coats. Be prepared to move around with the children to keep warm!

The children are free to run, yell, and dig in the dirt, but they must play safely. Ask yourself, "Are they endangering themselves, others, or destroying property?" If the answer is "yes" to any of these questions, intervene. If not, observe carefully before taking the next step.

Adults should station themselves according to where the children are playing. Please keep conversations with fellow co-opers or the teacher to a minimum at this time.

A couple of safety rules for the playground:

Slide-the slide can be an "up" slide or a "down" slide, but not simultaneously. That is announce to the children, based on their interests, whether it is up or down. Insist on going DOWN the slide feet first on your bottom. Children may go up and down one at a time and should stand clear of the bottom of the slide when someone else is on it.

In general, please don't "help" children climb higher than they are comfortable going on their own or on to things that their body may not physically be ready to do, i.e. the fire pole or climbing up the slide. Encourage them to take a rest and try again. In the end, when they succeed at the task, they OWN it. It's very powerful!

AND FINALLY...
Relax and have FUN in the classroom! We hope this guide has been helpful in explaining our play-based, developmentally appropriate philosophy, and has given you some hints about the role of the adult in the classroom. If at any time you need more information, do not hesitate to ask the teacher. We are all in this to work, learn, and have fun cooperatively!