Gold In Your Pocket

Fall in New England is marvelous. Knees in the dirt, hands outstretched towards the sky...at CNS, we feel immeasurably fortunate for the opportunity to embrace this connection to nature on a daily basis.

Children are innately talented at engaging this connection. Grown-ups facilitate and support these explorations, but it is the children who lead them. Following, we invite you to take a tiny peek into the magical world of Community Nursery School under the backdrop of Autumn...

[A child's acorn collection brought in from home engages classmates with line & shape studies.]

[Fine motor muscles are strengthened and curiosity is piqued by hammering golf tees into an oversized pumpkin.]

[Leaves displayed the top of at the easel inspire creative masterpieces derived from fall's color palette.]

[Natural loose parts and cardboard circles set out as an invitation to create: fall pizza, anyone?!]

[An unassuming critter makes ten eager new friends in the garden studio. A bug house is promptly built to "keep him safe."]

["Leaf People" come to life via group foraging on the nature trail, sorting the found natural materials, sketching a plan, and, finally, constructing a representation.]

"Autumn carries more gold in its pocket than all the other seasons." [Jim Bishop]

Everybody Needs a Rock

One of the silver linings of the COVID-19 Pandemic has been the reimagining of CNS to a mostly outdoor program. As a school, we have always gained plentiful inspiration and curriculum from the natural world, but now we truly live it. In the Red Door room (younger 4's), the teachers challenged themselves to create as many curricular opportunities as possible that incorporate materials and elements found on our own expansive school grounds. Led by that intention, and driven by the excitement of the children in the group, "Everybody Needs a Rock" came to life.

The curriculum launched with children and teachers leading rock hunts together. Children foraged and collected a variety of stones, pebbles, and rocks from all over the playground.

Over the course of several days, curricular elements were introduced slowly and intentionally. Washing rocks, sorting rocks, painting rocks, classifying rocks, building with rocks...

Children learn to care for their rocks and analyze the identifying attributes of rocks. What makes a rock special? What can a rock be used for?

In the Reggio Emilia approach, it is common practice for each member of the classroom community to have a fabric pattern representing them. This fabric is used in a myriad of ways to foster identity and become incorporated into ongoing curriculum components. One of the ways the Red Door group utilizes fabrics is through attendance stones. Each child's individual fabric is affixed onto a rock of their choosing and then used as part of the daily morning routine. These fabric rocks may also be used as story-telling props in dramatic play.

Throughout this rock study, teachers and children share many books and stories together. They participate in group conversations where the exchange of ideas often leads to the emergence of more curriculum.

Rocks have become a key element of their collective classroom identity. The whole class contributed to a collaborative art piece with each child's name encircled in a rock shape. This art now hangs in the outdoor classroom tent.

Where will the rock curriculum lead next? With the intrinsic curiosity of the children, the possibilities are endless!

Embracing Feelings

In early childhood education, fostering social-emotional development is the foundation of most curriculum. When students and teachers come together to form a classroom community, providing outlets to discuss, express, and share emotions is both important and necessary to support the ongoing creation of that community as a safe and inclusive space for all. In school and in life, we are are connected in our humanity. As humans, we feel things. This is the central thread that binds us all together.

How do CNS teachers support the social-emotional development of children?

A child’s self ­portrait reveals many things, including the development of fine motor, observation and focusing skills, and the child’s own perception of his or her self. By participating in this project several times over the course of the year, children are able to deepen the aforementioned skills at their own pace. As time passes, it is empowering for children to see how far they’ve come with their skills, and more importantly, to see how much they’ve grown inside and out.

Exploring emotions through tactile, sensory experiences allows children to express themselves in a way that makes sense to them. Angry? Squeezing play dough tightly can help to release tension. Anxious? Rolling small pieces of play dough into a smooth ball may help to calm nerves. Children are feelers. Allow them to feel things (literally!).

Children and teachers come together to share ideas and conversation during morning circle time. Providing children with the space to name and acknowledge their emotions helps foster a collective environment in which everybody's feelings are validated and accepted.

"Loose parts" are an integral element of the Reggio Emilia approach in large part because of their potential for creative self-expression. Here, children were invited to design a representation of self utilizing a variety of collected loose parts, such as popsicle sticks, gemstones, small rocks, buttons, and wood pieces. How does this representation make you feel? How do you think the child was feeling? What kind of conversation could come about while children are connecting with their feelings and each other's feelings in this way?

Feelings do not exist to be pushed aside or conquered. They exist to be engaged and expressed, and to deepen our understanding of other people and the world around us. At CNS, we celebrate humanity in its many forms. We celebrate childhood. We celebrate feelings.