Actualmente, ofrecemos clases de aventura los viernes en Wabash Trailhead: Aula preescolar del bosque Dejar y recoger en Wabash Trailhead of Cherry Creek 2596 S. Wabash St, Denver, CO 80231

¡Vea nuestra página de Programas aquí! Actualmente ofrecemos: Viernes Full Adventure Day Viernes 1/2 Día de Aventura

¡Esta clase es completamente al aire libre! Todos los niños necesitarán capas de ropa apropiadas para el clima durante el día. No se preocupe, una vez que se inscriba, le enviaremos una guía completa sobre cómo vestir a su hijo para los días de aventura, incluidos algunos artículos y tiendas recomendados. Para obtener una excelente guía sobre las capas de juego de la naturaleza, consulte esta publicación ! Los niños necesitarán un refrigerio, una muda completa de ropa y capas adicionales, y bolsas de plástico o reutilizables para la ropa sucia.

¡Lea más sobre nuestro enfoque de enseñanza aquí! Cada día nos reunimos en nuestro círculo matutino/lugar de reunión después de dejarlos y luego nos dirigimos a nuestro primer punto de aprendizaje de aventuras del día. Tenemos un descanso y un refrigerio alrededor de las 10, y luego hacemos la transición a nuestro segundo lugar de aprendizaje para explorar. Almorzamos a las 12, y hacemos la transición (recogida para estudiantes de medio día) o tiempo de descanso en Tumfo Tu para estudiantes de día completo. ¡Tenemos exploración por la tarde de 2 a 3 y recogida de 2:30 a 3!

¡Somos un programa completamente al aire libre y estamos afuera bajo la lluvia, la nieve, el barro y el sol! Si el clima es peligroso para el grupo de edad de la clase para estar afuera durante la clase (según lo medido por la instalación que ofrece el programa) [piense: alerta de tornado, tormentas eléctricas o tormentas de invierno severas] y enviaremos un aviso de cancelación a todas las familias inscritas para ese día. Ofrecemos reprogramar cualquier clase cancelada debido a condiciones climáticas inseguras.

¡Queremos que sus hijos asistan bien y que sepan dónde están seguros! Si su hijo muestra signos de enfermedad o tiene una sospecha de exposición al covid, ¡le pedimos que nos informe y podemos trabajar con usted para reprogramar o reembolsar su clase! ¡Somos un programa completamente al aire libre y estamos afuera bajo la lluvia, la nieve, el barro y el sol! Ofrecemos reprogramar cualquier clase cancelada debido al clima inseguro. Si no puede asistir a la clase en la que se inscribió inicialmente, por cualquier motivo, envíenos un correo electrónico para ver si puede reprogramarla para otra fecha (el espacio no está garantizado).

¡Sí! Nuestro objetivo es aumentar la accesibilidad a la programación de la naturaleza. Actualmente estamos ofreciendo descuentos y becas. Póngase en contacto con nosotros en aquí para analizar las opciones de pago flexibles.

This is a complicated question with a sophisticated answer. We are happy to talk more in person or by phone. In short, we focus on life long health, wellness and long term success based on current research. "School readiness" as currently measured at the end of pre-K and entering Kindergarten has been shown to be short sighted and the effects diminissh by the end of Kindergarten (See 2022 research below). By the time your student is in 3rd grade, 6th grade, 9th grade and beyond, the imprinting they have in these early years in our program will have set them up for "readiness" in more important "below the tip of the iceberg" skills: Broad vocabulary, interest in language, curiosity, persistence, attentiveness, incidental learning, drive to learn, predictability, memory and self control. You'll notice in our class schedule there are significant blocks of time for "play" and specifically Nature Play following dynamic and complex facilitation by trained teachers in a Nature Play Cycle. This is well articulated in this video "The Ludic Process and Nature Play Cycle Webinar". The challenges and complexities of facilitating "Play" while adhering to expectations of Kindergarten and school readiness is best explained in the 2022 longitudinal research (a study over 10 years) from Dr. Farran about preschool education. Her 10 year study and 50 years of background researching early childhood suggests we need to re-think our entire approach to typical preschools. Reflecting on the study of indoor preschools focused on outcomes of students "prepared" for kindergarten with the ability to hold a pencil and recite letters, letter sounds and numbers, she comments: "This content focus and the teaching strategies, I argue, result in a detachment of the tip of the iceberg from the deeper skills under the surface. Thus, children can score well on school readiness skills at the end of pre-k – especially on those related to literacy – but not maintain any advantage by the end of kindergarten when all children attain these skills with or without pre-k experience.". I AM PROPOSING AN “ICEBERG MODEL OF EARLY DEVELOPMENTAL COMPETENCIES.” The tip of the iceberg skills no longer symbolizes those under the surface. They are no longer the visible and measurable aspects of more important competencies. Only when the deeper skills are enhanced should we expect continued progress based on early experiences. A very different set of experiences likely facilitates the development of those deeper skills. We have known for many years that the developmental period between four and six years is a critical one. Neuroscience confirmed the importance of this period for the development of the pre-frontal cortex. The pre-frontal cortex is involved in many of the skills described in the model as being below the surface. "Many nursery schools, high end childcare centers and special programs like Montessori, Waldorf and outdoor or “nature” preschools, among others, provide young children positive, enhancing experiences. The desire of economically secure families to protect their children from the recent increased academic focus in early education extends to Kindergarten where higher income families are twice as likely to "redshirt" their children (holding them back a year) than lower income families. If higher income families are concerned about the academic pressures on their young children and choosing to pay for programs that are positively affirming and very experiential in nature, why would we assume that young children from poorer families should be subjected to a completely different set of experiences?" Dr. Dale C. Farran has been researching early childhood for over 50 years. Research and other experts referenced in this Characteristics of Primary Learners document reference the word "play" 22 times and only 8 times are from the section of "Young children learn through play". The other 14 out of 22 times play is mentioned are from other important sections. We have depth of training and background from experts in EL Education (formerly Expeditionary Learning) and we have routines, rituals, activities and teacher facilitation that centers the concepts in the Characteristics of Primary Learners. We understand that Play is the way children learn. Our programs are designed to best supports their neural development for other important aspects of life long success as explained in Dr. Farran's research above. Recapping the Characteristics of Primary Learners Young children find security in rhythm, ritual, and repetition. Young children learn through play. Young children want to belong to a community that is safe, beautiful, and good. Young children explore the world with wonder. Young children “understand” the world first through their bodies. Young children seek independence and mastery. Young children thrive in the natural world. Young children use stories to construct meaning. Young children seek patterns in the world around them. Young children construct their identities and build cultural bridges. Young children express themselves in complex ways. References Rhythm and Ritual Poole, C., Miller, S.A., and Church E.B. (2014). Ages & stages: How children develop a sense of time. Retrieved from http://www.scholastic.com/teac... Burton, R. (2011). The experience of time in the very young. Retrieved from http://www.phenomenologyonline.com/sources/textorium/burton-rod-the-experience-of-time-inthe-very-young/ Play Brown, S. (2009). Play: How it shapes the brain, opens the imagination, and invigorates the soul. Avery: New York. Ackerman, D. (1999). Deep play. New York: Vintage Books. NAEYC (1996) Developmentally appropriate practice in early childhood programs serving children from birth through age 8. Position statement. Washington, D.C: National Association for the Education of Young Children. Belonging Bower, N. M. (2013) Adventure, play, peace: Insights and activities for social-emotional learning and community building with young children. Bethany, OK: Wood N Barnes Publishing. Howard, S. (2006). “What is Waldorf Early Childhood Education?” Gateways Fall/Winter. Waldorf Early Childhood Education Association. Wonder Gonya, J. Early childhood building blocks: Turning curiosity into scientific inquiry, Resources for early childhood, an online resource for Ohio educators. Retrieved from http://rec.ohiorc.org/orc_docu... Chouinard MM. (2007). Children’s questions: a mechanism for cognitive development. Monogr. Soc. Res. Child Dev, 72(1):vii-ix, 1-112; discussion 113-26. Bodies First Flanagan, J. (2009). Sensory processing disorder. Pediatric News. Retrieved from http://www.kennedykrieger.org/... Montessori, M. (1948). The discovery of the child. Madras: Kalkshetra Publications Press. Independence and Mastery Copple, C., and S. Bredekamp, eds. (2009). Developmentally appropriate practice in early childhood programs serving birth through 8. Washington: NAEYC. Erikson, Erik H. (1959). Identity and the life cycle. New York: International Universities Press. Natural World Sobel, D. (1996). Beyond ecophobia : Reclaiming the heart in nature education. Great Barrington, MA: Orion Society. Louv, R. (2005). Last child in the woods: Saving our children from nature-deficit disorder. Chapel Hill, NC: Algonquin Books Of Chapel Hill. Pattern Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press. NAEYC and NCTM (2010). Early childhood mathematics: Promoting good beginnings. Joint Position Statement, Washington, D.C.: National Association for the Education of Young Children. Storytelling Miller, S. and Pennycuff, L. (2008). The power of story: Using storytelling to improve literacy learning. Journal of Cross-Disciplinary Perspectives in Education. 1(1), 36 – 43. Hamilton, M. and Weiss. M. (2005). Children tell stories: Teaching and using storytelling in the classroom. Katonah, NY: Richard C. Owen Publishers. Egan, K. (1989). Teaching as storytelling. Chicago: University of Chicago Press. Snow, C.E., Burns, M.S., and Griffin, P. (1998). Preventing reading difficulties in young children. Washington, DC: National Academy Press. Identity and Culture Brooker, L. and M. Woodhead, M. eds. (2008). Developing positive identities: Diversity and young children. Early Childhood in Focus (3). Milton Keynes, U.K.: The Open University. Linda Espinosa (2010). Getting it RIGHT for young children from diverse backgrounds: Applying research to improve practice. Washington, DC: National Association for the Education of Young Children. Parke, R. D., & Gauvain, M. (2009). Gender roles and gender differences. Child Psychology: A Contemporary Viewpoint. 7th ed. Boston: McGraw Hill, 2009. 475-503. NAEYC (1995). Position statement on school readiness. Washington, D.C.: National Association for the Education of Young Children. Expression Heard, G. and McDonough (2009). A place for wonder: Reading and writing nonfiction in the primary grades. Portland, ME: Stenhouse Publishers. Edwards, C. P. and Willis, L. M. (2000). Integrating visual and verbal literacies in the early childhood classroom. Early Childhood Education Journal. 27(4), 259-265. Edwards, C.P., Gandini, L., and Forman, G. (1998). The hundred languages of children: The Reggio Emilia approach advanced reflections. Westport, CT: Ablex Publishing Corporation.