Multi-Age Program (MAP) 2

  • Nursery painting texture exploration

16 children (3-5 years old turning 3 by 9/30), with 3 full-time teachers and several student interns per day, meeting Tuesday and Thursday  9am - 4pm.

Multi-Age Program (MAP) 2 - Classroom Family Packet

A Classroom Family Packet will be sent to you in August, containing information from your child’s teachers about the philosophy, schedule, curriculum, and classroom practices of the classroom that builds on to the CSDC Family Handbook.

  • Nursery 2-1
  • Nursery 2-2
  • Nursery 2-3
  • Nursery 2-4
  • Nursery 2-5

Classroom Teachers

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MAP Program Schedules: Please note that this schedule is fluid and flexible as we observe the needs and interests of the children.

Daily Schedule 

Daily Schedule

 

child walking through the snow

Approach to Curriculum Development

One of the greatest gifts we can give our children is the empowerment to create a life they love, filled with purposeful, enjoyable work, and relationships they hold dear.”-Sarah L. Cook.

When children are empowered throughout their early years, they view themselves as valuable members of the family and school communities. Empowering children in appropriate situations highlights their abilities and the way they experience big emotions.

As stated in the CSDC Curriculum Philosophy, children will: 

  • Solve meaningful and challenging problems

  • Be a respectful and competent friend, community-member, and citizen
  • Develop curiosity, a sense of wonder, and a lifelong love of learning
Two kids playing at a table
Child eating at a wooden table
children playing arts and crafts

 

In addition to traditional content areas (math, science, literacy, etc.), we believe that children need to have a strong sense of self. In order to access future curriculum and be lifelong learners, children must first be able to identify who   they are and how they fit into their community. This includes:                   

  • Metacognition                                         
  • Observational skills
  • Considering other possibilities
  • Secure relationships
  • Executive function 
  • Challenging and inviting environments
  • Nurturing children's curiosities
  • Independent exploration
  • Revisiting experiences
  • Long term exposure & project approach
Emergent Curriculum

Utilizing observations of children's interactions with materials and peers to guide curriculum development in the classroom.

  • Time and space                         
  • Questioning                                     
  • Scaffolding
  • Agency
  • Following child's lead
  • Authentic experiences and materials
child using hands to paint
kids outside
child playing with paint
Socio-Constructivism in Practice

 

  • Children learn and deepen understanding through social interactions.
  • Teachers foster these relationships through ongoing modeling and referring children to their peers for support.
  • Children advocate for own learning
  • Trusting relationships between teachers and children
child and teacher playing in the snow
group of kids using yarn to make things
2 kids playing with wooden structures