Role of affection in child’s development

Educational Philosophy Childhood should be Joyful and wholesome. We believe that the earliest, most memorable kind of learning includes climbing trees, catching frogs and making mud pies. We believe that empathy, love, curiosity and respect are the truest foundation of learning. When thoughtful nature based curriculum is combined with direct experiences in nature, a transformation change takes place.

This connection is both powerful and empowering. And this basic human connection need not be sacrificed when a child begins school. We believe it is every child’s right, as an integral part of the natural community, to evolve a foundation of academic skills through encounters in the natural world. Child Centered Learning Our educational philosophy underscores our commitment to child – centered learning.

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Educators guide students to new learning as children ask questions, express curiosity or concern, and show enthusiasm towards discoveries. Students experiment, problem – solve and explore with their senses. Students voice opinions and express ideas through language and the arts. Students develop friendships and learn from one another through cooperative play. In other words, students actively participate in all aspects f learning!

We integrate many approaches to support each child’s learning path by: providing a supportive, safe learning environment to encourage discovery, questioning and experimentation; offering sensory opportunities with live animals, natural objects, artifacts, trail games, out- door interpretation and creative arts activities; engaging cognitive growth and problem solving skills through hands on games and active- ties; developing physical motor skills through active learning and play; 0 promoting social skills and positive self image through group play and cooperative learning; litigating emotional literacy and empathy to develop self esteem; nurturing self expression, creativity and reflection; encouraging family involvement to help students appreciate the wisdom of their first teachers their families; celebrating diversity of all living things and the individuality of children and families; instilling respect and appreciation for the natural world Why nature based curriculum?

There is a growing body of research that links nature based learning with higher scores on standardized tests, improved physical fitness, a more developed understanding of science and math concepts, reduced effects of ADD and better academic performance all around. * Nature based curriculum encourages healthy minds and bodies. Being connected to nature is wired in the essence of every human being. Busy modern lives have left many people, including children, disconnected from this core. Through nature based curriculum, children learn with all of their senses and build a lasting connection with nature. Our program provides a complete framework of academic skills children need to prepare for kindergarten.

Physical, social, emotional, cognitive and creative skills loss in these formal- dive years. But we are always learning through the lens of nature. We develop language and literacy skills by: Exposing students to letters, letter consolation Ana words Modeling writing and offering writing opportunities each day 0 Providing a print rich classroom environment (I. E. Magazines, books, field guides and poems) Storytelling, listening to and retelling stories Inviting students to dictate or imagine stories Encouraging dramatic play Singing, rhyming and experimenting with sounds Generating lists or reading to perform a task (I. E. Recipe or game instructions)

Identifying characters and storyline to promote comprehension Introducing new words, words from other languages, symbols and sign language Math concepts are attained by: Finding, following and repeating patterns Shape recognition Counting within context Classifying and grouping objects Figuring out what is missing among groups Sorting and matching objects Estimating more or less Measuring and using of scales Songs, stories and games with counting Tracking seasonal and time progressions Using big number words and time words Counting with one to one correspondence Graphing and charting Examining series of objects Using group names (I. E. Dozen, pair, many The following documents must be submitted by Septet. 1 SST . No child is permitted to attend school without them, as they are required by the State of Maryland. Health Inventory containing record of immunization, child’s health assessment and/or vaccination waiver; forms must be completed by a physician or nurse practitioner Emergency Form that includes three (3) people besides the child’s parents to contact in case of an emergency Allergy Health Care Plan your child has severe allergies Asthma Action Plan your child has asthma

Medication Authorization Form your child must taken medicine while in our care; must be signed by physician or nurse practitioner Clothing Outdoor discovery requires freedom of movement in non restrictive clothing. Tight clothing, fan- icy dresses and costumes can get in the way during active play. For independence in toileting chill- drew need clothing that is easy to take on and off. Since ticks are part of nature, we encourage children to wear hats during outdoor play. Please dress your child in clothing that can be soiled so they will feel free to participate in messy projects and trail hikes. We provide smocks for art projects however we will not force any child to wear a smock.

You should expect your child (Ana Nils/near clotting) to get arty outdoors! IT at any tale your canon’s clotting becomes wet and uncomfortable, we will assist him/her in change- inning into their extra set of clothes. When we head outdoors, we will help your child change into boots (if necessary). Please provide appropriate shoes for any weather to ensure your child can freely explore. Children need com- portable, protective shoes with gripping soles for running, Jumping and climbing. Sneakers or well fitting hiking boots are best. When we return from wet or muddy trail walks, we will take our shoes off and leave them in the mud room. Please make sure your child has a spare pair of socks or slippers in case of wet feet!

Please keep your child home when any of the following conditions are present: Fever of 100 degrees Fahrenheit OR when your child has had a fever the night before (fevers tend to rise as the day progresses); Significant respiratory distress; Green or yellow runny nose (clear runny noses are okay): Diarrhea, vomiting or stomach complaints; Symptoms of unknown origin, such as a rash; Cuts or wounds with bleeding or oozing; Lice or other infestation; An illness during its contagious stage such as “pink eye” Your child requires one one care OR more care than staff can provide without com- promising the health and safety of other children in the class. Philosophy Nature Kids Preschool provides an enriching, fun, child-centered program for children ages three to five.

Our goal is to nurture the emotional, social, physical, and academic growth of children by providing hands-on experiences in the classroom and outdoors. These experiences all take place within a loving, creative, and respectful environment. We use an experiential approach to learning, with a variety of materials for children to see and touch both in the classroom and outdoors. We engage all parts of a child’s development through activities such as science experiments, arts and crafts, music, movement, and stories. Nature Kids uses a thematic approach to learning. Each week we focus on a different theme in order to explore the world around us and develop an emerging awareness of our ever- canalling environment.

I en aspects AT learning Tanat we Touch on are: creative arts science, math, language, and movement. For example, when learning about habitats, hillier might paint a habitat for a bird in the art area, observe ants at work building their nest in the science and math areas, read and make a book about a habitat in the language arts area, and act out what an animal needs for a healthy habitat in the movement area. Songs, stories, and games are incorporated into each day to explore the week’s theme. Children with symptoms of Attention Deficit Hyperactivity Disorder (ADD) are better able to concentrate after contact with nature (Faber Taylor et al. 2001).

Children with views of and contact with nature score higher on tests of concentration and self-discipline. The greener, the better the scores (Faber Taylor et al. 2002, Wells 2000). Children who play regularly in natural environments show more advanced motor fitness, including coordination, balance and agility, and they are sick less often (Foxtrot 2001, Graph et al. 1997). When children play in natural environments, their play is more diverse with imaginative and creative play that fosters language and collaborative skills (Faber Taylor et al. 1998, Foxtrot 2000, Moore & Wong 1997). Exposure to natural environments improves children’s cognitive development by improving their awareness, reasoning and observational skills (Pyle 2002).

Nature buffers the impact of life stress on children and helps them deal with adversity. The greater the amount of nature exposure, the greater the benefits (Wells 2003). Play in a diverse natural environment reduces or eliminates anti-social behavior such as violence, bullying, vandalism and littering, as well reduces absenteeism (Coffey 2001, Malone & Theater 2003, Moore & Cisco 2000). Nature helps children develop powers of observation and creativity and instills a sense of peace and being at one with the world (Craig 2001). Early experiences with the natural world have been positively linked with the development of imagination and he sense of wonder (Cob 1977, Loop 1991).

Wonder is an important motivator for life long learning (Wilson 1997). Children who play in nature have more positive feelings about each other (Moore 1996). A decrease in children’s time spent outdoors is contributing to an increase of children’s myopia (Knows 2004). Natural environments stimulate social interaction between children (Moore 1986, Boxier, Floyd & Hamlet 2002). Outdoor environments are important to children’s development of independence and autonomy (Bartlett 1996). Conclusion Children and society as a whole can benefit significantly by maximizing the informal lay and learning opportunities that naturalized outdoor play environments offer young children.

Naturalized outdoor early childhood environments are places where children can reclaim the magic that is their birthright, the ability to grow and learn to their fullest in their unique experiential way through the Joy of exploration and discovery in the natural world. But perhaps even more important, naturalized playgrounds offer the hope that children will develop the environmental values to become the future stewards of the Earth who will preserve the diversity and wonder of Nature. Quotes: Every child is born as a naturalist. His eyes are by nature, open to the glories of the stars, the beauty of the flowers, and the mystery of life” R. Search ?l suspect that the child plucks its first flower with an insight into its beauty and coalescence wanly ten consequent Donates never retains. Henry David 1 Noreen, American Naturalist ” As children observe , reflect, record and share nature’s pattern and rhythms, they are participating in a process that promotes scientific and ecological awareness, problem solving and creativity. ” Debt Mathews Henley. Early childhood consultant. We must give children a chance to love the earth before we ask them to save it. ” David Sober By Irvine Naturalist Laura Coder ?If children do not dip their toes in the waters of unsupervised social activity, they likely will never be able to swim in the sea of civic responsibility. If they have no opportunities to dig in the soil, discover the spiders, bugs, birds, and plants that populate even the smallest unpaved playgrounds, they will be less likely to explore, appreciate, and protect nature as adults. (Monk, 2005) Maria Interior’s Views on Children and Nature There must be provision for the child to have contact with nature; to understand and appreciate the order, the harmony and the beauty in nature. ” Maria Interiors “It is also necessary for his psychical development to place the soul of the child in contact with creation, in order that he may lay up for himself treasure from the directly educating forces of living nature. ” Maria Interiors Maria Interiors would agree with the movement to get kids outdoors. She placed a great emphasis on nature and nature education. Dry. Interiors also felt that the outdoor environment should be an extension of the classroom.