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Our educational philosophy:We love and have been inspired by many different styles of educating and interacting with young children. We are constantly reading, researching, and evolving in our own methods. While we are drawn to certain approaches, Three Little Birds is not specifically based in any particular one.
Educational approaches we especially love:
*The seasonal rhythms and activities, emphasis on imagination, family celebrations, homelike environments and handwork of Waldorf education.
*The self-directed learning, freedom, innatecuriosity and discovery derived from John Holt's "unschooling".
*The natural development of children, their learning through experiences, and endless ways and opportunities for children to express themselves of Reggio-Emilia education.
*The joyful, wild, messy, artistic style of Bev Bos.
*The respecting of children to choose their own activities and to follow their inner guidance for self-directed learning associated with Montessori.
We believe:*That childhood is sacred.
*That imagination and creativity are highly valuable traits and must be nurtured.
*That every child is a unique individual, with different ways of learning and interacting socially, emotionally, and mentally in the world; thus, we will respect them as individuals.
*That children teach us more than we can ever teach them.
*That play is truly the best way to learn.
*That children are naturally curious and innovative. We will support them in their processes and discoveries.
*That children are always doing the best they can at any given moment.
*In gentle guidance.
*In expectations that are developmentally appropriate.
*In open ended art--emphasizing the process, not product.
*In toys that encourage imagination and dramatic expression, not toys that dictate play.
*In the importance of connecting with nature and respecting our earth.
*In teaching and modeling compassion and kindness for all life: all people, all plants, and all animals.
Our curriculum plan:
There is a recent trend in the childcare industry toward glossy, sterile, elementary school-like programs with rigid educational plans and schedules. Unfortunately, these programs are touting themselves as curriculum and learning-based, though much of the curriculum consists of narrowly-focused and “canned” rote-learning activities that are not developmentally appropriate and are irrelevant and uninteresting to the children. Their power lies in their focus on extrinsic stimulation and reward/punishment to control and "teach" young children, which we feel can hinder a child's creativity and "self" development by stifling their self-confidence, their self-motivation, and their ability to solve problems on their own. Their focus on rules and "ABC and 123" also limits a child's time to learn more important life skills and discover things about themselves, others and their environment in a way that takes into account their unique needs and abilities.
We hope to buck this trend and stand above the rest by providing an inimitable, ever-changing, child-centered learning environment focused on open-ended and hands-on experiences meant to inspire creativity and excite each child's unique sensibilities. Children will acquire skills that will prepare them for kindergarten, such as literacy and following directions, by absorbing them in their natural state.
Instead of flash cards, our children might learn letter recognition by discovering letters on signs during our walk to the park.
Instead of us enforcing a laundry list of rules and restrictions the children must adhere to day-in and day-out, they'll learn how to follow directions from each other and us as they play the games they love.
We will provide a safe environment with structure and boundaries that kids need, but in a way that is flexible enough to allow us to be tuned in to the present and go where the moment takes us.
We will provide a safe environment with structure and boundaries that kids need, but in a way that is flexible enough to allow us to be tuned in to the present and go where the moment takes us.
Instead of an annual 5-minute "test" of skills listed in a packet that gets handed off to parents, our developmental assessments will be a constant gathering of information, as we document experiences of each child via photos, creations, stories, and physical and mental notes throughout the normal course of their day. We won't have a week of scheduled "parent/teacher conferences", because we'll take time to chat and share information about their child's experiences and development whenever possible, be it morning drop-off or a random night that a family stays for dinner. And we will be committed to working with parents to ensure that their child is as ready as possible to enter school when the time comes.
We believe that structure, rhythm, and routines play important roles in helping children feel secure and to know what is expected of them at different times throughout the day. In the same breath, we know that the children's ages, moods, and even the weather can all play parts in determining the day and its activities. At Three Little Birds we plan to have a timeline and routine that children and parents will be able to expect and follow, with room for flexibility as needed. We will incorporate seasonal curriculum and themes into our days. We will provide hands on projects daily (including art, science, literacy, and math) that surround the themes, as well as stories, songs, and dramatic play. Children will be supported by us in their play and learning, and have time to explore and learn on their own and from their peers. We will go outside every day (unless it is unreasonably hot or cold). We will use natural materials in many of our projects, such as beeswax, wool, and clay, as well as items that children gather themselves outdoors. We will do many of our activities outside, including dining outdoors when possible. We believe children's connection with nature is essential to their well-being and overall happiness.
An example of an autumn day:
8:00: Breakfast - oatmeal, apples, milk. Children who are done eating can play or help prepare soup for lunch
9:00: Playing outside, walk to gather leaves
9:45: Group time for stories and song, fingerplays and puppet shows
10:00: Leaf rubbings with beeswax crayons and watercolor wash
10:30: Free play. we lead an optional activity, like dancing with silks or building gnome houses with blocks
11:30: Outside. we lead an optional game like hide and seek or follow the leader
12:00: Lunch - squash soup, whole wheat raisin bread, melons
12:30: As children finish lunch they can gather for stories
1:15: Nap - early risers bake muffins for snack, do puzzles, read books, color, etc. When many children are awake they may go outside with one of us
3:00: Snack - muffins, fruit
3:30: Pressed leaf lanterns project
4:00: Free play. we lead optional activities (dance parties, dress up) or work consciously on projects that children can observe and imitate (sewing, needle-felting)
5:30: Outside or stories
An example of a winter day:
8:00: Breakfast - pancakes and sausage with hot cider or milk. Children who are done eating can play or help hang window stars in the windows.
9:00: Building snow forts outside
9:45: Group time for stories and song, finger plays and puppet shows
10:00: Pine cone bird feeders project
10:30: Free play. We lead an optional activity, like pretending to be hibernating bears and birds
11:30: Indoor large muscle, like a dance party or jumping games
12:00: Lunch - pearl barley and vegetable soup, biscuits, plums
12:30: As children finish lunch they can gather for stories
1:15: Nap - early risers bake bread for snack, do puzzles, read books, color, etc
3:00: Bread and jam for snack
3:30: Watercolor birds project
4:00: Free play, we lead optional activities (find the thimble, winter fairy puppet show) or work consciously on projects that children can observe and imitate (wax modeling, writing letters and greeting cards).
5:30: Outside or stories
