Stefania Rubino Little Stars Teacher, Program Director

Little Stars Program

Students: Ages 2 - 3
Director of Little Stars: Stefania Rubino

Wishing Stars Teacher: Fiona Lewsley, Devon Boone
Shining Starts Teachers: Agnieszka (Aga) Laska, Allison Yood

PROGRAM OVERVIEW

Our Little Stars classroom is structured to provide a gradual transition from the life of the home to the life of a classroom community. It is based upon concepts of imitation, repetition, and creative play. This is the image we choose to carry on behalf of the young child - a place where childhood is considered a valid and honorable experience, not a time to be rushed towards adulthood.

In the program, a child will gradually become accustomed to working within a group, listening to stories, interacting with adults, and following a daily routine, while at the same time, being aided in his or her development as an individual through the encouragement of creative play, practical life skills, artistic opportunities and the use of play materials. The teachers deeply understand the young child and their need for movement, as well as the child's devotion to learning about the world through imitating everything they experience.

Here are some of the core activities and the significance of each in relationship to lifelong learning:

CREATIVE PLAY TIME

The children have a period of time during which they are encouraged to imagine and play with a wide variety of natural materials and playthings, following their own initiative. During this time, the teachers are involved in a number of practical activities in which the children are welcome to participate. An atmosphere of work and play permeates the room.

CIRCLE TIME

The class is brought together to sing songs and recite verses together with the teachers. These may be connected with the seasons, a particular fairy tale or story, or just part of the general lore of childhood.

(Repeating and remembering verses sets the stage for the more intense memory work that will be required in preschool and kindergarten. Repetition is a foundation for healthy brain development. Rhyming sounds and alliteration found in poems and songs educate the ear, forming the beginnings of spelling and phonics.)

ARTISTIC AND CRAFT ACTIVITY

Wet-on-wet watercolor painting, crayon drawing, as well as various forms of handwork such as finger crocheting, simple wool felting are done as group activities or as individual initiative of a child. High quality materials are used for these activities.

(These activities encourage the child's natural sense of beauty, color and form as well as laying the groundwork for artistic techniques that will be needed later. They also aid in the development of fine motor skills.)

MUSIC

Singing is woven throughout the day and is often used for transitioning from one activity to another. The teachers play simple instruments, such as chimes and kinder lyre.

(Music has a fundamental role in laying the foundation for future math and engineering skills as well as a soothing influence throughout life.)

SNACK TIME

This is another group activity where the children eat together, family-style, with their teacher. It is likely that they have also helped to set the table. Afterwards, they clear and clean the table.

(An emphasis on gratitude for the food and on table manners sets the stage for a lifelong social skill.)

OUTDOOR PLAY

Similar to the indoor creative playtime, the group is taken outdoors to experience the natural world in all its different seasons.

(Studies of plants and animals, the weather, geology, astronomy, and other natural sciences. Extensive outdoor experiences also help the child's observation skills.)

STORY TIME

Some time in the course of the day or week, the children are gathered to hear their teacher tell a special story. It might be a nature story, a sequential tale, a puppet show or perhaps a fairy tale that is filled with wonder and imagination.

(The ability to listen to an adult for a sustained period of time is a skill that is gradually developed. The language arts in early childhood help in cultivating fluid expression, and children are exposed to significantly large vocabularies.

The content of the stories also affords an opportunity for the children to experience human language in a very beautiful form.)

FESTIVALS

In addition to the daily activities described above, there is an ongoing celebration of the seasons. Perhaps they will celebrate Harvest time in the autumn, Winter Solstice as the holidays draw near, plant seeds in the Spring, or dance around a Maypole just to name a few. Festivals from the various families’ religious and social cultures are also welcome.

(Celebrating together lays the groundwork for cultural and social diversity.)

LIFE ARTS (practical life activities)

Part of the daily experience is tending to domestic life (cleaning, cooking, repairing, gardening) and self care (ex: hand washing, dressing).

(Involving the children in the practical activities and care of their materials, their environment, and themselves lays the groundwork for organizational skills needed in adult life and motor skills development)

CURRICULUM OVERVIEW:

Daily Morning Schedule:

• 8:30 to 9:00 Arrival
• 9:15 Circle time
• 9:30 to 10:00 Play Time
• 10:00 Wash hands, Bathroom routine
• 10:15 Snack time
• 10:40 to 11:15 Outdoor Play
• 11:15 Wash hands and Bathroom routine
• 11:40 Story time
• 12:00 Dismissal

Daily Afternoon Schedule:

• 12:15 pm Lunch
• 12:45 pm Cleanup, wash hands, bathroom routine
• 1:00 pm Quiet time/Rest
• 2:45 pm Snack
• 3:00 pm Free Play
• 3:30 pm Dismissal