Opening the Door for a Love for Learning
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Copyright Building Blocks Preschool 2008
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Programs We Offer
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Our multi-age preschool grouping of children 33 months to 5 years is
intended to increase the heterogeneity of the group to capitalize on the
differences in the experience, knowledge, and abilities of the children. By
combining a multi-age group of children, team teaching, the Reggio Emilia
approach, Emergent Curriculum, the Project Approach, and Themed Units we
have truly created a child-centered environment.
Multi-Age Grouping
This term refers to grouping children so that the age span of the class is
greater than one year to emphasize the goal of using teaching and curriculum
practices that maximize the benefits of interaction and cooperation among
children of various ages. Social competence develops for older children out
of their roles as teachers and nurturers, and for younger children out their
opportunity to observe and model the behavior of their older classmates.
In a multi-age group, younger children are capable of participating and
contributing to far more complex activities than they could initiate if they
were by themselves. Once the older ones set up the activity, the younger
ones can participate, even if they could not have initiated it.
Every method of grouping children has risks. Single-age groups create
pressures on children and teachers to expect the same knowledge and skills
from all children, in groups of children with a wide age span, the range of
behavior and performance likely to be accepted is wider. Research on
mixed-age grouping suggests that in spite of its risks, the potential
advantages outweigh the disadvantages.
Curriculum
All of our programs are inspired by the Reggio Emilia approach to Early
Childhood Education. The Reggio philosophy builds the curriculum based on
the interests of the children. Our approach to teaching is designed to make
learning memorable, fun and inspiring. Two-week themed units are created
each quarter keeping in mind the Reggio Emilia Approach.
The preschool curriculum is also focused around the Project Approach and
Emergent Curriculum. The teachers observe the children's interests
through their play and during this observation period the teacher will
present a project topic. The children will share with their teacher what they
already know about the topic and then lessons are developed to encourage
further exploration, questioning, and discovery. It is proven that children
learn more when the subject stimulates them; therefore colors, numbers,
and emergent literacy are all strengthened through the topics chosen by the
children. The results are incredible.
When the classroom is not buzzing with project work the children are
learning uppercase and lowercase letters, phonics are introduced, numbers
reaffirmed, basic math skills explored and science investigations carried out.
During the course of the year our teachers collect documentation that
includes the Michigan Department of Education Early Childhood, Early
Learning Expectations.
Each child’s learning experiences are documented through portfolio
assessments. The portfolios are available for students and parents to view.
Parent-teacher conferences are scheduled mid-year or as needed. These
scheduled conference times provide an opportunity to discuss children's
learning styles and growth. Parents may also express concerns and this can
be a time to exchange information to support children's needs and
development.
Learning Environment
Our goal, as it was for the schools of Reggio Emilia, is to create an
environment for children, teachers, and parents. The multi-age preschool
class is staffed with two teachers; however, in the Reggio approach the
environment is considered the "third teacher." Our classrooms provide a
home-like learning environments and our playground extends the classroom
outdoors. Each classroom is set up to inspire, nurture and encourage
discovery. We believe children are lovers of learning and we create an
environment to encourage and support this desire. Classrooms are divided
into learning centers that intrinsically foster social skills, cognitive
development, and academic skills, while engaging their desire to learn, as
they explore and discover together. Learning activities, materials, and other
items are introduced into the classroom environment that focuses around
the interests of the children. The daily schedule provides a structure that
helps the children feel secure and competent.
Development Goals and Objectives for Building Blocks Students
Enrichment Afternoons
intended to increase the heterogeneity of the group to capitalize on the
differences in the experience, knowledge, and abilities of the children. By
combining a multi-age group of children, team teaching, the Reggio Emilia
approach, Emergent Curriculum, the Project Approach, and Themed Units we
have truly created a child-centered environment.
Multi-Age Grouping
This term refers to grouping children so that the age span of the class is
greater than one year to emphasize the goal of using teaching and curriculum
practices that maximize the benefits of interaction and cooperation among
children of various ages. Social competence develops for older children out
of their roles as teachers and nurturers, and for younger children out their
opportunity to observe and model the behavior of their older classmates.
In a multi-age group, younger children are capable of participating and
contributing to far more complex activities than they could initiate if they
were by themselves. Once the older ones set up the activity, the younger
ones can participate, even if they could not have initiated it.
Every method of grouping children has risks. Single-age groups create
pressures on children and teachers to expect the same knowledge and skills
from all children, in groups of children with a wide age span, the range of
behavior and performance likely to be accepted is wider. Research on
mixed-age grouping suggests that in spite of its risks, the potential
advantages outweigh the disadvantages.
Curriculum
All of our programs are inspired by the Reggio Emilia approach to Early
Childhood Education. The Reggio philosophy builds the curriculum based on
the interests of the children. Our approach to teaching is designed to make
learning memorable, fun and inspiring. Two-week themed units are created
each quarter keeping in mind the Reggio Emilia Approach.
The preschool curriculum is also focused around the Project Approach and
Emergent Curriculum. The teachers observe the children's interests
through their play and during this observation period the teacher will
present a project topic. The children will share with their teacher what they
already know about the topic and then lessons are developed to encourage
further exploration, questioning, and discovery. It is proven that children
learn more when the subject stimulates them; therefore colors, numbers,
and emergent literacy are all strengthened through the topics chosen by the
children. The results are incredible.
When the classroom is not buzzing with project work the children are
learning uppercase and lowercase letters, phonics are introduced, numbers
reaffirmed, basic math skills explored and science investigations carried out.
During the course of the year our teachers collect documentation that
includes the Michigan Department of Education Early Childhood, Early
Learning Expectations.
Each child’s learning experiences are documented through portfolio
assessments. The portfolios are available for students and parents to view.
Parent-teacher conferences are scheduled mid-year or as needed. These
scheduled conference times provide an opportunity to discuss children's
learning styles and growth. Parents may also express concerns and this can
be a time to exchange information to support children's needs and
development.
Learning Environment
Our goal, as it was for the schools of Reggio Emilia, is to create an
environment for children, teachers, and parents. The multi-age preschool
class is staffed with two teachers; however, in the Reggio approach the
environment is considered the "third teacher." Our classrooms provide a
home-like learning environments and our playground extends the classroom
outdoors. Each classroom is set up to inspire, nurture and encourage
discovery. We believe children are lovers of learning and we create an
environment to encourage and support this desire. Classrooms are divided
into learning centers that intrinsically foster social skills, cognitive
development, and academic skills, while engaging their desire to learn, as
they explore and discover together. Learning activities, materials, and other
items are introduced into the classroom environment that focuses around
the interests of the children. The daily schedule provides a structure that
helps the children feel secure and competent.
Development Goals and Objectives for Building Blocks Students
Enrichment Afternoons
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Full Day Preschool
Monday-Friday
1:7 Teacher to Child Ratio
Monday-Friday
1:7 Teacher to Child Ratio