Unique Features of Oakhurst Cooperative Preschool Curriculum

In light of our goal to give to young children the gift of life-long curiosity and to create a unique preschool learning experience, Oakhurst Cooperative Preschool felt it was important to blend certain elements of other well-known curricula (Waldorf and Reggio Emilia) into our curriculum.  As a result, OCP children and families also will experience the following unique and enriching elements in the classroom:

An emphasis on the role of nature in our lives.

Our curriculum embraces nature walks, simple all-natural toys when possible, and the celebration of the seasons. Each classroom has a seasonal nature table that is an area of the classroom where the outside world is brought indoors, where the children can follow the natural rhythms of the earth throughout the year.  Items collected on nature walks are displayed as part of the classroom’s nature table and are integrated into the day’s activities from art projects to cooking to music and imaginative play.  Healthy, natural, organic snacks are encouraged and conversation around the table touches on the role nature plays in the food we eat. Seasonal themes and celebrations and a nature table in each classroom help connect us with the rhythms of nature.

Creating a classroom environment that supports and encourages children to be “young scientists”.

Young children make discoveries about the natural world through creative activity and experimenting which is a process that closely resembles “play”.   We strive to encourage children to see the outdoors as a place to explore living things such as bugs and trees as well as the natural elements of water, air, light, and earth.  We strive to teach our children respect for all living things and their habitat.

An emphasis on multi-sensory exploration beyond sand and water play.

For example, silks and other natural fibers are available to play with in the dramatic play area, some of the toys in each classroom are hand-made using natural fibers, the children help make play dough, goop, and other art supplies when possible, and the discovery area has various items for exploration– fabrics of various textures, colors and sizes, sea shells, various cones, rocks, leaves, sticks, corks, magnets, etc. along with various tools such as magnifying glasses and pen lights to aid in exploring these items.  During activities, we encourage children to fully experience the process of an activity rather than emphasize the end product.

An emphasis on the child’s involvement in the daily tasks of family and community life.

For example, the children are involved in the preparation of snack such as making biscuits, cutting and spreading butter and making lemonade. This also emphasizes experiencing the process of an activity as they mix the biscuits with their hands, squeeze the lemons for the lemonade, or shake and smell the cinnamon for the cookies.  The children are encouraged to help each other with setting the table before eating and cleaning up after eating.  These hands-on activities reflect life experience and help the children learn about making choices, helping others, and sharing.

An emphasis on involving parents in their child’s experience at school.

Parents actively participate in every aspect of their child’s education, both administratively and in the classroom. Parent-teachers help in the classroom and experience the day with his/her child and classmates.  Parent-teachers are encouraged to bring their skills and interests to the classroom.  This unique practice brings a richness to the classroom experience and aids in fostering the relationship between parent, teacher, and child.

Following a key component of the Reggio Emilia philosophy, careful consideration is given to the presentation of each child’s work.

By displaying work at several different stages of completion, and documenting the work process, the teacher is able to capture each child’s experiences, memories, thoughts, and ideas.  This may be as simple as photographing an experience or project.  The idea is to make their learning visible: to the child, parent, and teacher, which convey to the children that their efforts, intentions, and ideas are taken seriously.  As a result, the children become more curious, confident, and committed; the parent has more appreciation for and interest in the child’s work; and the teacher’s attention is sharpened and focused.