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Do all children benefit from the program at Our School?

As illustrated in the description of the school's philosophy, objectives, and practice , curriculum approaches are tailored to each individual child's development and present needs. Therefore, any child can benefit from attending Our School.

Will the program at Our School prepare my child for Kindergarten?

The question has changed dramatically! Formally, the question was “What will happen to my child when they leave Our School and enter a pubic school kindergarten?” Now, the question currently asked is “Will the program at Our School prepare my child for Kindergarten?”

The change of perspective of the two questions denotes a distinctive alteration in purposes and practices of early childhood education. At one time, preschool was considered a necessity in its own right and a vital contribution to a child’s human development in the context of education. Now…its role is presumed to be ‘peripheral.’ A new role of preparation has been established in which the former purpose now has little legitimacy.

Kindergarten and preschool are part of a continuum where the preschool environment is not subservient to the kindergarten curriculum. The roles of kindergarten and preschool, in order to be effective need to be predicated upon definitions and principles that are legitimate and established upon the sound and thorough examinations of their origins. The current popular view being disseminated to families, of evaluating elementary school children and their teachers in terms of test performance and now holding preschools accountable as a necessary participant in this process of evaluation is, woefully inappropriate.

At Our School we advocate that no preschool should ever succumb to ‘fads and fallacies’ discarding what is appropriate education for children and their families. When preschoolers absorb the qualities of interest and curiosity in learning, develop relevant skills for their level of maturity, acquire self-direction and responsibility for pursuing their undertakings, develop positive relationships, and are able to cooperate with their peers in our setting, they are ready to adapt to the tasks and responsibilities inherent in an appropriate elementary school environment.

Your materials are similar to a Montessori environment and the displays of children’s interests on the walls are very similar to the Reggio Emilia approach…how is your curriculum different from these two approaches?

Some of the classroom materials at Our School are similar to the materials found in a Montessori Center. The children’s interests on first appearance may suggest similarities with Reggio Emilia but, closer examination reveals large differences. At Our School Preschool the curriculum derives its focus from being able to examine myriad thinkers regarding education and children…Rousseau, Froebel, Locke, Dewey, Mead, Piaget, Bowlby, Hawkins and many…many other individuals not mentioned realizing that their thinking represents a perspective, a perspective that is a continuum of educational ideas which should not be finite, a perspective that needs continued growth. Their thinking is in the service of education and children and therefore must be removed from methodology. The topics generated historically by the above mentioned individuals requires an ethical examination to consider what understanding we have of children and education today and how this knowledge defines our interaction with children as teachers…the material we use in the classroom and the purpose of education itself. Our School can say that today and during its history we have recognized the legitimacy of play as education…the necessity of understanding subject matter and teacher intervention…the need to understand child development and the means to support families as they grow in their understanding of children and education.

Why does Our School restrict itself to a part-time program?

As advocates of early childhood education for children it is necessary to examine briefly the history of preschool education and custodial care to understand that the question is not applicable to preschool education. Formally, preschool education reflected the desire to acknowledge and address the educational needs of preschool aged children. The topic of a ‘part-time’ program did not exist. During the 70’s both economic and social issues created a situation that required a reassessment of family dynamics regarding a redefining of roles and responsibilities that would dramatically impact children. Families who once committed themselves to the education of their children combined with a new generation of families needing more time for themselves… more time meant extended hours of attendance for children beyond the traditional preschool program of 2 ½ -3 ½ hours.

The additional hours needed by parents came in the form of day care centers offering custodial care to these families during an entire ‘working day’ hence the designation that there was now a part-time versus full-time program for children depending on the needs of parents. Preschools were arbitrarily designated part-time versus full-time.

At Our School we have assessed the stresses and benefits of a group situation for children that is not only or primarily for custodial service. Our School understands that long group situations, is taxing to a child's energy and health. There have been attempts to bring quality into this child care situation but, due to the issues of quality of training and education for staff…cost necessary to ensure quality education for staff and adequate compensation of the staff in the form of a salary...materials necessary to educate; these issues (to name a few) present a broad challenge for fulfillment.

In over 37 years of working with preschool children, we have found that a 3-3 ½ hour period of attendance allows children time for transitions and time to engage themselves fully in an educational context without undue fatigue. When custodial care is needed by parents, a good caring home day care, child sitter, friend(s) or nanny (or as it so happens in a co-op system like Our School a baby sitting exchange among families) avoids stressful situations for young children ultimately supplementing their educational experience without compromising their psychological well being.

Is it really worth my effort to locate the appropriate environments and individuals to satisfy my child’s needs… wouldn’t it be easier to locate caregivers all in one location?

At Our School we have assessed the stresses and benefits of a group situation for children that are primarily custodial in nature. Our School understands that both long and large group situations, are taxing to children’s energy, their physical and psychological health. There have been attempts by child care centers to bring quality into this child care situation but, due to the issues of quality of training and education for staff…cost necessary to ensure quality education for staff and adequate compensation of the staff in the form of a salary... materials necessary to educate; these issues (to name a few) present a broad challenge for fulfillment.

It is our view that these more intimate settings when developed in consideration of sound Attachment Theory and devoted to the legitimate application of this theory provide a significant contribution to the healthy growth of the young child. Lastly, such environments are less stressful to parents permitting parents the hours they need and also having the realization that their children who are owed a quality preschool education and nurture are in fact receiving such considerations. A parent desirous to have the hours they need and a child requiring a quality preschool education and nurture compels individuals to understand in an unbiased and ethical construct the development and needs of each in order to always provide the full measure of fulfillment to both parent and child.

I like Our School but it does not have hours that work for my schedule….

Although we have our desires needing to be satisfied regarding careers/employment, as well as, the more pragmatic concern of surviving our current economy it is imperative to be sensitive to the needs of children. The majority of families at our school have both spouses working pursuing careers or simply working to meet expenses. We are aware that many families stretch their dollars and energies to have their children attend Our School because they believe quality education is a child’s right and the topics associated with this important endeavor such as attachment, separation, family support are honestly and professionally addressed. We believe we can help any family with scheduling issues with our experience and resources when our collective concern is to be responsive to the needs of children.

Why is the cost of attending Our School more when compared with other preschools?

We would argue that the costs of attending Our School Preschool are in fact quite realistic and consistent with a quality preschool education. We at Our School Preschool believe that various cultural priorities devalue the perspective of understanding the costs associated with quality preschool education such as professional staff, a wealth of varied material and professional upkeep in the form of continued schooling and teacher benefits. Our School Preschool has its own facility permitting staff to store and reintroduce the material used by children in order to develop continuity of children’s interests and a depth of understanding with this approach. Our School is fortunate to have this opportunity and we encourage prospective families to peruse our budget and compare our budget with other environments in order to be reassured our costs are hardly exorbitant reflecting only a realistic commitment to children and their early education.

What is your approach to disciplining preschool children?

In accordance with State Human Services regulations, the discipline policy has to be visibly posted for interested prospective families. At Our School, we avoid all of the usual forms of punishment. Children are not put in "time out" somewhere. In time out, children may feel quarantined for displeasing adults. Also, they may play for the duration of the sentence and once the sentence is served the child may forget why they were being punished. We do not "sermonize" the children - they become deaf. We do not dole out rewards for good behaviors, it becomes a bargaining tool for desired material items or food. All of these external strategies relieve adults of a nuisance in the short term. They are likely to coerce good behavior out of fear of physical or emotional retributions or reinforce obedience because of attractive rewards. Time outs may increase and "deafness" becomes a habitual escape. Adults may extract from children the behaviors they desire. However, in the long run, it defeats the goal of a child integrating genuine attitudes of self control, self-discipline and care for others.

Instead of punishment, we anticipate the problems unique to preschoolers' social development and stress prevention. Teachers help children change undesirable, learned interactions by substituting positive interactions congruent to their understanding. If a conflict is not preventable, be it mild or severe, it is fully resolved according to the child's maturity and experience. The teacher becomes an intermediary until they have learned the positive skills for resolving problems on their own with arbitration, mediation or negotiation. We put a child's brain to work. The process is not hurried. Language is concrete and brief. If necessary, teachers calm things down but do not take sides. They listen, echo children's concerns without judgment, may clarify issues, and have them seek appropriate solutions. The goal is repair, healing, mutual respect, and reconciliation - lifelong skills of peaceful, equitable resolution.

Do children get overwhelmed by all the materials at the school?

Young children cannot abstractly classify materials like adults do. Our School teachers do classify, on shelves or floors, materials and supplies according to categories that makes sense to young children. It could be by shapes, colors or relationships. The organization follows the children's senses of vision and touch. For instance, blocks are organized in multiplying units - from square to rectangle, double rectangle, triple and, finally, quadruple. Art supplies are sorted and classified by mediums such as printed/plain paper/cloth, various colors and hues, metal/plastic/cardboard and even wood. Children need much variety to experiment and see relationships of colors, shapes or materials.

Why does my child only play with a particular material?

There may be a variety of reasons:

All these possibilities, and others, are in the teachers' minds as they observe children. Rushing into a decision to intervene may make the child feel pressured. When an assessment is made, an interactive intervention will be tentatively chosen within the context of the child's activity (to leave the child alone, provide company, help with transition, etc.)

My child is "so shy". How will he do in this group situation?

The teachers avoid using the word "shy" to describe a child because it implies that there is something defective about a child who is cautious or retiring. A child may be reserved by nature. Cautious children are often very good observers, as it takes them time to initiate contact. Most importantly, children who hear this label often enough may fulfill it so that they become automatically cautious or retiring, especially if they feel pressured to be engaged. This situation is observed and handled by the teachers in the manner described in the previous question.

I think I have a "hyper" child. How is he going to fit in?

We have to be very discriminate about a child who is by birth "ADHD" and a child who is very active.

Our teachers get information from parents about a child's routine, transitions and types of activities. Then they observe the child's physical movement, interactions with obstacles in space, running, climbing, and balance in a variety of situations and assess with parents what is the norm for that child in terms of child development guidelines. Often, it is a matter of environmental experience and stage of development that leads to the child being labeled as "hyper". When it seems to be beyond environmental and developmental influences, we advise that the child needs to be diagnosed by outside experts.

What if my child refuses to come to school?

A preschooler would have difficulty expressing why he may not want to attend school. They are reactive. They cannot reflect much and cannot analyze. Before you register your child in any setting, you have to have visited at least a full session. Parents must have their questions answered fully so that they know it is not a neglecting, abusing environment but one that respects children's individuality and needs. If these are not a concern, then the teachers will help you and your child with the usual issues

If the child's health is fine, the child needs to come. Do not pressure the child about eating breakfast or getting dressed. Hurrying children before a session will only make parents and children tense. However, you may want to inform the teachers and they will help if needed.

Teachers

Beside contact hours during the sessions, how do the teacher-directors prepare and what are their responsibilities?

Teacher-directors are also members of this cooperative. Their professional work is renumerated, but they also volunteer as members of the cooperative. Their responsibilities include:

Parents

What is required and what is optional for families in this cooperative?

For good daily functioning of the school, the preservation of our school's programs and its financial stability, we have some basic requirements, as well as opportunities to volunteer your interest and talents in administrative or upkeep areas.

REQUIRED:

OPTIONAL: