CCNS Twos Drop Off Program’s Unique Plan to Ease in to School

Comforting a sad child
Spending one on one time

 

Dropping a child off to school for the first time can be a traumatic experience for both the child and the caregiver. At CCNS, Twos Head Teacher, Lini Ecker, has developed a unique system to ease children in to the program resulting in much less separation anxiety. Lini often provides the example of dropping a toddler off to school for the first time as if one was dropped in a foreign country with no money, no transportation and a lack of ability to speak the language and then told to “go have fun!” The first few days of school can be very daunting especially for our youngest ones who usually do not have the language to express their needs and feelings. They often need to rely on the intuition of their caregivers to decipher their needs.

At CCNS, all of the children visit the classrooms with a caregiver before school begins to see their classrooms, meet their teachers and walk around with the safety of their caregiver right beside them. Usually that is enough for many of our Threes and Fours, especially since most of them have been at CCNS for the Twos program and/or Threes program and know the school a bit.

For the twos, the goal is to earn their trust and to make school seem really fun before they feel anxious, so that they WANT to return. The first day for our twos is only an hour long. The caregiver stays with the child in the classroom and only half the class attends. During this time, the teachers may ask the caregiver to step out of the room for a few minutes and use this time to gauge the level of separation anxiety for that child. This is individualized for each child. The children enjoy free play and a short story before heading home.

 

Getting to know the teacher with mom still there
Separating from mom just a bit

 

The following week the regular class time is shortened a bit.  Caregivers are asked to arrive 30 minutes early and join the class in the outdoor classroom.  They can choose to stay together and play or take their child home if he/she seems ready.

 

Meeting caregivers who arrived early

 

The regular classroom schedule of a two-and-a-half-hour day begins the third week with almost all the children eager to enter the classroom and find his/her favorite activity. For those with remaining separation anxiety, the teachers work individually with families to find the best plan to make the child feel safe and happy at school. This can include comfort items from home, a special routine upon arrival, a home visit and other techniques that the Twos team is adept at implementing.

Happily reunited with mom after a good day

 

This is the case in all of our classrooms. We read stories about leaving home, entering school and how caregivers always return. We set up special routines for children that may need extra comfort upon arrival and also work closely with families to help ease all of our students into their new classroom environment. We always try to send a photo home of the child who was left initially crying at drop off happily engaged in an activity to ease the separation anxiety for the caregiver. At CCNS working with families as a team is one of our most important goals. From our youngest children to our big kids, we want to make them all feel safe, secure and understood, so they can concentrate on their work: PLAY!

Join Dana for The Kindergarten Journey on December 8th

Is your child ready for Kindergarten?   Is Kindergarten ready for your child?

Please join Dana Gorman for The Kindergarten Journey, an informative, interactive workshop that explores a “typical” Kindergarten class. Discover and discuss class make-up, schedules and expectations plus gain helpful ideas of what you can do now and throughout the coming year to ease your child’s transition from Preschool to Kindergarten. Dana will share insights from her recent visits to private and public school Kindergarten programs, and there will be time for Q&A.

Dana Gorman, CCNS Educational Director and Fours teacher, taught Kindergarten in Greenwich, CT for 9 years before coming to CCNS, and all three of Dana’s children attended Kindergarten in the Norwalk Public School system.

The Kindergarten Journey via Zoom

December 8th from 7:30 to 9:00pm

Hosted by CCNS    4 Trolley Place    Rowayton

Please feel free to invite friends who may benefit from this workshop.  RSVP to educ.dir@ccnsct.org. The Zoom meeting link will be forwarded to you when the RSVP is received.

Be safe. Be kind. Be responsible.

As Miss Adele says, “Every day is an adventure in the Threes!” That’s true… in the Twos and in the Fours, too!

For young children, every day IS an adventure… filled with new experiences, new concepts, new challenges, new words and new emotions. With all the ‘new’ constantly coming at them… it’s no wonder children crave a stable environment marked by predictable schedules, consistent routines, and clear expectations.

Knowing what to expect and what’s expected of them gives children a sense of security and makes them more confident and willing to participate, ask questions, take risks and express their creativity.

At CCNS, we help children understand what’s expected of them by consistently using three core behavioral expectations. They are:

Be safe – we take care of ourselves.

Be kind – we take care of others.

Be responsible – we take care of things, we follow directions.

These simple, easily understood expectations are introduced during the first days of school, are posted year-round in the classroom, and are shared with CCNS families to foster a universal language around encouraging and managing children’s behavior.

In school and on the playground, these core behavioral expectations are used by teachers and working parents as the basis of all acknowledgement, guidance and discipline. For example, you might hear:

The trucks need to stay on the ground. It’s not safe to take them up on the slide.

I noticed you took turns on the tire swing when others were waiting. That was very kind.

It’s clean up time. Please be responsible and tidy up the things you were using in the dramatic play area.

By referencing these core expectations every day, the children are more likely to behave in ways that meet those expectations and are quicker to correct when a teacher, parent or another student puts their actions in the context of being safe, kind and responsible.

Ultimately, and ideally, successful application of our core behavioral expectations results in being able to spend more time on active, engaged, thoughtful play – which is great… because as we know, these children have a lot of adventuring to do!

NAEYC Accreditation

2018-19 is our first full school year of operating with NAEYC Accreditation, an important stamp of approval earned by less than 10% of all child care centers, preschools and kindergartens nationally.

The process to earn Accreditation from NAEYC (National Association for the Education of Young Children) was rigorous, and our achievement has been celebrated by parents, staff and the community. In recognition of the significance of this commendation, Senator Bob Duff presented a Legislative Citation to the school, then joined the Fours Class on the carpet and read a book to them which was fun for everyone!

 

To achieve NAEYC Accreditation, our staff and board members worked diligently over three years to document and demonstrate what a high-level educational facility we’ve always known we are. Days, nights, weekdays and weekends were dedicated to updating and organizing all the systems, manuals, by-laws, job descriptions, staff review processes, training systems, and financial practices of our school to ensure they met NAEYC standards. During the review process, NAEYC Assessors visited CCNS to verify that our school met the ten program standards and hundreds of corresponding criteria. And going forward, our staff are always prepared for unannounced quality assurance visits which are an integral part of maintaining the NAEYC Accreditation.

At CCNS, we have always strived to exemplify best practices in early childhood education, and earning NAEYC Accreditation is validation that we are achieving our goal.

To learn more about NAEYC Accreditation, visit the NAEYC website.

Outside Every Day

“First the snow pants… then the snow boots… then the jacket… then the hat.  And, then last we put on mittens… so we can go outside and play.”

This little ditty, sung to the tune of Oh My Darlin’ Clementine, is a stalwart CCNS favorite. The process of gearing up to go outside on cold, New England winter days can be daunting for a preschooler, but this catchy tune is a helpful prompt that exemplifies a few things about the CCNS approach:

Independence… Zipping coats, buckling boots, and sliding all five fingers into a glove correctly can be challenging tasks, especially for eager three year olds itching to get outside and play. This musical mnemonic is easy to remember and guides the children in the most logical order of how to put on their outdoor clothes. We work on being able to independently suit up to go outside, which gives CCNS kids a sense of accomplishment and, as any parent who’s taken children skiing will tell you, is absolutely priceless.

 

‘Be prepared’...  Like the Boy Scout motto, these children are prepared for whatever their outdoor time may bring. They know that, with the proper outdoor gear, they will be able to take another sledding run, shovel a bigger pile of snow, or be able to ‘frost’ their messy, mud pie masterpiece. When your fingers are warm and your clothes are dry, you can keep going. CCNS kids wear snow pants in winter, rubber pants for wet and muddy days, and always have a few changes of clothes in their cubby, just in case fun = really messy that day.

 

We (always) go outside.  Neither snow nor sleet nor rain nor mud nor ice nor slush will deter these kids from the freedom and imagination they gain from outside play. As long as the temperature is 22° or above, we play outside. Some days, we tweak the schedule to catch the sun or avoid a rain shower and that change in plans is entirely worth it – seeing the children exploring their environment, developing an appreciation for nature, and using their muscles to run, swing, jump, pedal, and hop is a key component of the CCNS experience.

And on days when it’s -22°?   We simply bring the snow inside!

Constructing a Project of Study in the 4’s

One of the most exciting things about each new class, and something that sets CCNS apart, is how the wonderings of a diverse group of children develop into the year’s first Project Approach study. During the first weeks of school, the children interact with a wide range of stimulus and provocations. We observe, question, tweak and expand what’s on offer, looking for a common interest that sparks the children’s curiosity.

This Fall, the children were busy building structures in the block center and lining up for the workbench– perennially popular activities in the CCNS Fours. But this group seemed especially engaged when working with toy construction tools, playing with construction vehicles and building structures with loose parts on the playground. They were asking questions about how things are built and were especially curious about the tools, materials, jobs, sites and vehicles involved.

They had questions. They wanted answers. And we… had our first Project: Building & Construction.

As in any Project Approach study, the first task was to develop an investigation plan to explore the topic. The children listed their (many!) questions, and we brainstormed ways to find the answers. Their plan included research using books and videos, inviting “experts’ into the classroom, creating their own construction vehicles and making field site-visits to see construction in progress and construction vehicles at work. We added ways for the children to document their learning and report on their findings. Using the Project Approach like this in our curriculum is so valuable because the topic holds the children’s interest for months, and working through the investigation plan builds real world skills that will be used from elementary school to high school and beyond.

 

Our first field site-visit was to a construction site to interview an expert in the field. The children were very excited to be able to ask their questions and see some of the equipment that they had been reading about in action. We took photographs and made field sketches to help with our research and document our experience. On our second field site-visit, we saw the inside of a building being built, a tree being chopped down and chipped, a stump being ground and several different lawn mowers and trucks. The highlights of the trip were receiving our very own hard hat (to keep!) and actually using the controls of an excavator to scoop dirt and bring it to a dump truck!

 

On our final field site-visit, we learned all about the process of making concrete from Devine Brothers. We saw several vehicles up close, and our class was even featured on News12 Connecticut talking about this study and our visit.

Thanks to all the construction experts who created such amazing hands-on experiences that the children will be talking about for years. And what a testament to our amazing CCNS community that two of the three field visits were organized by CCNS dads who do not even have a child in this current Fours class!

Once the Construction Project was underway, the children enjoyed new stimulus that was added to the classroom for free-play exploration- construction vehicles, cones, signs, pipes and connectors in the block area plus pulleys and levers to explore our budding engineering skills. There was a moon sand construction site in the sensory table and foam blocks being mortared together with shaving foam at the art table.

 

With all this talk about building, the children wanted to build something themselves. They were able to make stepping stones from one of the ingredients in concrete: cement. The kids enjoyed watching the cement go from a powder, to a liquid and then to a solid as it cured. They decorated the stones with mosaic tiles and created an individual keepsake of their learning that was, literally, set in stone.

And no construction vehicle captured the children’s attention more than the excavator, so naturally they wanted to make one. Initially, the kids asked to make small excavators out of clay. They learned several clay techniques, and it was amazing to see the fine details that so many of the children represented in their pieces.

Finally the children used their research and field site-visit photos to build a big excavator together. It was incredibly realistic, with moving parts, and the children voted to paint it to match the one they actually operated on their field site-visit.

 

The kids further documented this Project by creating a class alphabet book using their research and photographs from their trips. Finally, family and friends were invited into the classroom to learn more about building and tour the celebration of our construction project work.

We thoroughly enjoyed this Project – and the best part was building the children’s confidence and pride in their deep knowledge of all things “building and construction”!

Playing (and learning) in the snow!

When the children arrived at school last Monday, they were incredibly excited to see our playground covered in snow!  They had read Willow and The Snow Day Dance by Denise Brennan Nelson on Friday, and all went home to follow the book’s directions on how to make it snow… so they felt some ownership of the winter scene that greeted them.

Normally in the Fours, we begin our day outside for about 30 minutes, but this day we stayed out for well over an hour and a half.  It was a beautiful day, and because we go outside every single day, our students are well-trained to dress properly for rain, cold or snow.

It was not until the children started to need the bathroom or to feel hungry that we felt the need to go inside.  At CCNS, we have the flexibility to vary our schedules based on the needs of the children as well as exciting events that might occur – and what could be more exciting than the first snowfall of the season?!

Were we “just playing” for an hour and a half at the expense of our scheduled activities inside?

Absolutely.  But, we were also…

  • discovering the physics of creating sledding paths in deep powder.  Why weren’t we going fast? Why wasn’t it slippery? How did this change as more children came down the path?  Why were some starting to go faster than others? 
  • practicing the negotiation and problem-solving involved with sled turn-taking.
  • finding ice in various shapes and thicknesses all over the playground.  What is inside this ice?  What happens when I drop it?
  • stirring, mixing and packing snow in our outdoor kitchen; creating recipes while learning about the properties of snow and how they can be changed.
  • exercising and strengthening our bodies as we climbed the big hill over and over again, trudged through the thick snow or tried to push our way down slides packed heavy with snow.
  • excitedly and descriptively articulating our discoveries to our teachers and each other.

And, importantly, we were enjoying the beauty of nature, breathing the fresh air and experiencing how highly our CCNS parents and teachers value being outside and having time to explore.

We have a wonderful, large outdoor classroom at CCNS that is ever-changing… from falling leaves or a new snowfall, to a new raised garden bed built by the Fours, to the playground redesign in the works that will add new natural features to make this incredible space even more inviting for extended play and discovery.

Giving children the opportunity to spend more time in nature has garnered a good deal of press recently, and a strong body of research stresses the importance of this kind of experience for children.  It is reassuring to know that the children of CCNS are already benefiting from a rich, natural environment and from a learning community that values this important play.

Dana M. Gorman

Educational Director

 

To read a few recent articles on the value of outdoor play and learning, click here, here or here!