The Programming and School will be focused on alternate education pathway for students, family involvement and community connections through opportunities that are designed to be Experience-based while offering a dynamic and universal way of learning and connecting. The Expansion of services to meet the growing needs for alternative education in our area. Serving students and being a container for the community to come together to grow.
Quality, Inclusion and Equity: Weaving a framework for
Intentional Learning Curriculum
Children will be in an experiential learning environment that is aligned with Nature Based Education that is NAEYC Accredited.
Fire/East: Creation Development, Decompression, Music, Art, Dance, Internal to External
Water/ South: Refresh, Liminal Free work, Individual time, Play
Earth: West: lands work, hands-on science & math, External to internal, community work, Closure /grounding work
Air/ North: Discussion, Writing/Reflection/Projection, Life Skills, Literal Work Prep and Post (Reading), Internal to External Processing
1. Each facilitator and teacher will have a written program of activities planned according to the developmental level and interest of each child, intended to expose children to a variety of learning pathways and objectives. Our program shall provide the children with experiences, which will encourage:
a. Self-esteem and positive
1. Each facilitator and teacher will have a written program of activities planned according to the developmental level and interest of each child, intended to expose children to a variety of learning pathways and objectives. Our program shall provide the children with experiences, which will encourage:
a. Self-esteem and positive self-image
b. Positive Social interaction with emphasis on cooperation
c. Self-expression and communication skills
d. Creative expression
e. Physical and Spatial Control with muscle development
f. Cognitive Continuation Applied Core Competencies
g. Literacy/ and Family Home Language
h. Natural Awareness and Science Phenomena
i. Self-Regulatory and Empathy
j. Self- Sufficiency Life Skills
k. Farm to Table nutrition and Wellness Awareness
2. Our program shall be planned to provide a flexible balance
a. Active and quiet activities
b. Individual and group activities
c. Indoor and outdoor activities
Parents will be informed on appropriate clothing needs for any given day depending on the weather. E.D.U. believes outdoor playtime is essential and appropriate apparel for safe outdoor exploration makes for a happier explorer. There is no bad weather, only bad gear.
3. Screen time may be used only to supplement the weekly plan for children, if at all, and avoided at all costs. No child may be required to watch television or utilize technology or screen time.
4. Routines such as toileting and eating, and intervals between activities, shall be planned to avoid keeping children waiting in lines, or assembling in large groups and should be an integral part of learning and navigational learning, as well as to avoid cross contamination or spread of diseases.
5. Our program shall provide:
a. Reasonable regularity in eating, rest, and other daily routines
b. When a variety of experiences are concurrently happening, children can choose, both indoor and outdoor
c. Protection from excess fatigue and over stimulation
6. Staff members shall give children individual attention on a one-to-one basis, as recognized, or requested.
7. The teacher will intentionally identify each child’s interests and individual needs.
8. A variety of cultures shall be reflected in the programs through incorporation of different languages, mealtimes, play, events, and lifestyles.
9. The center shall plan activities, which meet the individual needs of the children during those time periods by:
a. Providing opportunities to rest and eat.
10. Necessary modifications are made in the environment and staffing patterns for children with differing needs.
11. Professional referrals made when appropriate, parent collaboration during this process is crucial. E.d.u. will make every effort to work within the child’s family’s schedule.
12. When disabilities, developmentally delayed, special health needs, or emotionally disturbed children are served, staff is aware and educated of the identified/diagnosed special needs and is trained to follow through on specific plans.
Outdoor Play Environment, Gathering Garden and Room layouts shall be developmentally appropriate and an interactive extension, scaled to fit the size of the children in the classroom and their ability. The areas shall be easily accessible and inclusive to promote all children, accommodating their developmental needs as much as possible
Outdoor Play Environment, Gathering Garden and Room layouts shall be developmentally appropriate and an interactive extension, scaled to fit the size of the children in the classroom and their ability. The areas shall be easily accessible and inclusive to promote all children, accommodating their developmental needs as much as possible, yet challenging and engaging. There shall be defined areas of play in sections, large group, and individual play areas. The materials and activities provided shall keep children’s interest, avoid conflict, and entice them to use open-ended problem-solving skills while promoting the main objectives, as stated in the Educational Policy. All daily routines are learning opportunities and experiences with connections that form lasting relationship understandings. Teachers are responsible for providing and maintaining the materials, learning tools, engaging natural phenomena and open ended materials. The activities shall be posted for parents and guardians to examine weekly and will allow input and participation to consider ideas.
The following enrichment themes have been created: Dramatic Play, Fine Motor/Gross Motor, Geography, Social Studies, Literacy Language Arts, Self-Sufficiency, Life Skills and Competencies, Science and Math, Manipulatives, Outdoor/Natural Awareness and Art/Writing Center.
Nature is a universal language that, not only is tangible, but all humans can identify with in a profound way. Using nature and the outdoors will support Autonomy and promote connections with purpose and prepare them for School & their purpose. Delayed Outcomes will promote patience, willingness to make mistakes, confidence to keep tr
Nature is a universal language that, not only is tangible, but all humans can identify with in a profound way. Using nature and the outdoors will support Autonomy and promote connections with purpose and prepare them for School & their purpose. Delayed Outcomes will promote patience, willingness to make mistakes, confidence to keep trying, build stamina, and critical thinking skills, all important attributes of a productive adult. Studies show a strong beginning can build solid relationships making us better stewards, parents, employees, mentors and friends later in life.
Traditions and rites of passage fosters relationships and lifelong memories among children and families. Our teaching will embrace various cultures, honoring each child's family background while highlighting the uniqueness of our community and Worldwide.
The Curriculum wheel is a flexible framework to incorporate patterns for learning co
Traditions and rites of passage fosters relationships and lifelong memories among children and families. Our teaching will embrace various cultures, honoring each child's family background while highlighting the uniqueness of our community and Worldwide.
The Curriculum wheel is a flexible framework to incorporate patterns for learning comprehension and & retention.
Elemental Roots will honor seasons, milestones, historic events and stories that shaped us and global celebrations will be experienced through all senses. This programming will be weaved into our curriculum and a main focus in gaining skills in all areas.
Gift and creation will focus on connecting the community in project-based learning. We will be integrated as a way to teach empathy, and the value of a community and our ability to impact it. The Gathering Garden, outdoors and the local area will provide opportunities for civic duty for these projects. Special events may extend into the community, with family participation optional and encouraged. Information will be reflected as part of application (Northeast) as a way to reflect and showcase experiences.
Our Gathering Garden, in which the outdoor learning experience is at the forefront, has been integrated the sites curriculum for several years. The Center intentionally has been expanding integration methods under the E.C.E, Waldorf Style, Farm to Table and Project Learning Tree approach. In addition, we will do so while maintaining NA
Our Gathering Garden, in which the outdoor learning experience is at the forefront, has been integrated the sites curriculum for several years. The Center intentionally has been expanding integration methods under the E.C.E, Waldorf Style, Farm to Table and Project Learning Tree approach. In addition, we will do so while maintaining NAEYC Accreditation Program ID #291769 ‘representing the highest mark in quality early childhood education’. This space is 100’ by 100’ with focus areas in all developmental regions of infant to school age.
The grounds has various Green Schoolyard/Playscapes for each age group, that focus on learning while playing and interacting outside classroom walls. We aspire towards an outdoor classroom that reflects the lives and heritage of the families, and staff, in this community. One that cultivates inclusion, sustainability, responsibility and self-growth extending from, observation, interaction and activation. When the outdoors is an extension to the learning and developing process, children can interact free from the stagnant and constraint walls of a classroom. This extension would be in addition indoor amenities that meet all the NAEYC requirements for environment.
This area provides a sanctuary for children to become a steward of their wellbeing through the guidance of trained educators, having fresh air movement, space to play, all while engaging in various stimuli, students exhibit a higher focus level and are fully engaged in various learning objectives. Research shows that students with more outdoor play score higher test scores later in life and better self-regulation skills to support a higher quality of life. In addition outdoor space also creates a container for higher immunity. Even in our own history we developed Outdoor Education as a method to protect against disease. Further more there is much positive research showing that children in a multi-age setting develop key components to critical thinking positive social skills and higher retained creative thinking capabilities; i.e. measurements to intelligence in later years 12-age-mixed-play-iii-play-is-more.
Many interesting findings have come from other countries where student curriculum focuses on unstructured learning and mostly outdoors for the formative years plus. The Finnish model has proven these children are benefitting from this play based environment at an early age, according to studies and statistics from Finland Education Facts & Finish Statistics.
By converting our current playgrounds, it is our hope to create a more natural learning, when offering this, we also have the opportunity to safely and flexibly enroll more students in a manner to further support them in experiencing engaging activities. IN addition students that don’t excel in a typical academic setting are given the opportunity to have alternative self-directed learning results are incredible and lasting. https://www.psychologytoday.com/intl/blog/freedom-learn/201709/another-example-less-teaching-leading-more-learning. Studies show delaying formal education by even one year decrease hyperactivity by 73% and the effects to persist by the age of 11. The earlier we open these pathways, the easier it will be for individuals to benefit from these natural developmental connections and each other. We feel by offering a more multisensory and safe participation option, we can develop relationships that encourage strong connections interacting within our environment, thus inspiring curiosity, and viability at an earlier age.
Investments to this alternative school choice would serve more families out of reach in a conventional school setting and wouldn’t be very high compared to developing from scratch a new school choice option. The funds requested in this proposal will enable our team to greatly enhance the Treehouse Program, providing us also with the opportunity to serve the population of the early years on the same premise, while avoiding raising childcare costs during this trying time and maintaining family affordability, this extension will open up the ability to increase our services, under the same overhead, while leveraging existing resources. For example, we currently have a vacant classroom, available 8.5 hours a day that can be transformed into a hub for external utilization within the two months of proposed effort.
Summary: A Vision for the Future of Education
We propose a transformative educational model that prioritizes the whole child, fosters a deep connection with nature, and empowers students to become lifelong learners. By integrating the best practices of Reggio Emilia, Montessori, and Waldorf philosophies, we will create a dynamic, student-
Summary: A Vision for the Future of Education
We propose a transformative educational model that prioritizes the whole child, fosters a deep connection with nature, and empowers students to become lifelong learners. By integrating the best practices of Reggio Emilia, Montessori, and Waldorf philosophies, we will create a dynamic, student-centered learning environment.
Key Benefits of Our Model:
Elemental Roots E.D.U.
Email : branch@elementalroots-edu.com
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