Drawing in progress.
At the Maple Street School, we believe children’s work is their play. Children construct their knowledge about the world through interaction with the people and materials in it. We value the development of a child’s mind, body and spirit and we respond to the individual needs of each child. We facilitate each child’s social, emotional, cognitive and physical development through child-initiated activities.
We are dedicated to stimulating the innate curiosity of each child and supporting emotional growth and expression. We believe in respecting individual differences in temperament, learning styles, creativity and personal needs. We encourage students to express feelings honestly and to deal respectfully with the feelings of others. We believe preschool is an extension of home, a place where each child is nurtured in a warm, caring atmosphere. Maple Street is a supportive environment where teachers help students feel safe to take risks that lead to true growth.
At Maple Street, we encourage students to explore the world around them based on their interests and development. We offer programs in art, music and dance to help children develop their language, intuition, concentration, reflection, reasoning and decision-making skills. Academic skills are presented when children are ready and are usually incorporated into ongoing studies or daily rituals and routines.
The Maple Street School ensures children have a rich, interactive, creative preschool experience, and that they are prepared for their journey into kindergarten and beyond.
As a curricular framework and for assessment, our program uses Teaching Strategies Gold (Formerly The Creative Curriculum), a research-based curriculum that utilizes interest areas to support children’s learning. Teaching Strategies Gold defines the role of the teacher in connecting content, teaching and learning for children. It is based on the latest research on how children learn best, employing the following child development theories:
- Abraham Maslow–Basic needs and learning
- Erik Erikson–The emotions and learning
- Jean Piaget–Logical thinking and reasoning
- Lev Vygotsky–Social interaction and learning
- Howard Gardner–Multiple intelligences
- Sara Smilansky–Play and learning
Teaching Strategies Gold meets all of the standards put forth for effective early childhood curricula by the National Association for the Education of Young Children (NAEYC) and the National Association of Early Childhood Specialists in State Departments of Education (NAECS/SDE). Teaching Strategies Gold additionally allows and supports curriculum modification to ensure access for all children.
The Maple Street School assesses children’s progress in formal and informal ways with the goal to learn about children in all areas of development or needs, including social/emotional development, approaches to learning, physical development (including self-help skills), cognitive development and artistic/aesthetic development. Assessment helps us create curriculum and learning experiences based on children’s needs and interests while providing us with important information that helps us:
- Monitor children’s development and growth
- Guide planning and decision making
- Adapt curriculum to meet all children’s needs and interests.
- Identify children who might benefit from special services
- Report to and communicate with families (and other teachers, specialists, as needed)
- Know what areas of the program need improvement
Informal assessments include:
- Observation and documentation: Teachers write down what they see and hear your child doing
- Work samples: Teachers collect your child’s work throughout the year
- Photos: Teachers take pictures and describe what children are doing in the classroom
Observations and documentation are done throughout the school day beginning in September. Our goal is have at least one informal observation per child per week.
Formal assessments include:
- Ages and Stages Developmental Screening and Referral: A formal screening for special needs that will be distributed in mid-September for families to complete
- The Creative Curriculum Developmental Profile: A form where we record your child’s progress in all areas of development
- Conference Forms (twice a year): A form where we summarize your child’s progress in different areas of development and share it with you. We also get your feedback and record it.
All of our assessments are confidential and will be shared only with families and teachers unless permission is given. Assessments will be communicated in a language the family understands and be respectful of cultural identity.