Creative Learning Philosophy
Our Teaching Theory
We would like to take this opportunity to tell you about our program and why we do some of the things that we do.
There are basically two styles of preschool programs - teacher centered programs and child centered programs. In a teacher centered program, the teacher decides what the children will do, how long they will spend doing it and what they will do next. In a child centered program, such as ours, the children are encouraged to take responsibility for making choices about what they will do and for what period of time.
Parents who are making their first foray into early childhood education are often concerned that, because our program is child centered, and involves a great deal of play, that their kids aren't learning anything. In fact, the opposite is true. They learn a great many traditional school skills - readin', writin' and 'rithmatic, and more importantly, they learn that they are capable learners, able to make good decisions for themselves and anticipate their own success in an academic environment.
The National Association for the Education of Young Children has compiled a document which presents guidelines for developmentally appropriate practice based on scientific evidence which corroborates what parents and teachers have always known - early childhood learning activities must be appropriate to the child's age, stage and personal interests.
- A developmentally appropriate curriculum provides for all areas of a child's development; physical, emotional, social and cognitive through an integrative approach.
- Appropriate curriculum planning is based on teachers' observations and recordings of each child's special interests and developmental progress.
- Curriculum planning emphasizes learning as an interactive process. Teachers prepare the environment for children to learn through active exploration and interaction with adults, other children and material.
- Learning activities and materials should be concrete, real and relevant to the lives of young children.
Programs provide for a wider range of developmental interests and abilities than the chronological age of the group would suggest. Adults are prepared to meet the needs of children who exhibit unusual interests and skills outside the normal developmental range. Teachers provide a variety of activities and materials; teachers increase the difficulty, complexity and challenge of an activity as children are involved with it and as children develop understanding and skills.
It also takes into account that play is a basic ingredient in any preschool program, and is the way children learn most effectively. According to Joann Moyer, et al, in their position paper, The Child Centered Kindergarten, "When viewed as a learning process, play becomes a vehicle for intellectual growth and continues to be the most vital avenue of learning for young children. Play involves not only materials and equipment, but also words and ideas that promote literacy and develop thinking skills. In addition to the three R's, play promotes problem solving critical thinking, concept formation and creativity. Social and emotional development are enhanced through play as well. Play fosters holistic learning.
As Piaget stated so succinctly, "Every time one teaches a child, one prevents him from inventing or discovering." Sound early education encourages children's self-directed learning by providing an environment that is rich in material to explore, manipulate and talk about.
We hope you will take the time to observe a class with your child. Pay attention to how comfortable you feel in the school's environment ... your child's comfort level will be similar to your own. Please feel free to contact the school if you have any questions, 403-225-0600 or by e-mail at creativelearningcenter@shaw.ca.
Patti Brix
Director