Rhythm of the Day
Rhythm is central to all we do at Prairie Flower. Carried along through verse and song, daily rhythms include preparing snack, playing, tidying, singing, eating, washing, listening to stories, and playing outside. In the security of this rhythmic context children feel free to participate in a wide variety of experiences.
Weekly rhythm creates predictability-- the child anticipates "painting day" and "bread-making day" or "porridge day." These activities change with the seasons, reflecting the rhythm inherent in the natural world.
Prairie Flower is open from 9:00-12:15.
The morning is longer than other preschool programs to enable a satisfactory length of time for indoor and outdoor playtime and to allow for comfortable transitions through the morning's activities.
Outside Activity and Play Time
"Oh, where do you come from you little flakes of snow."
The children are taken outdoors to experience the natural world in all its different
seasons. The trail walks along the little creek, the wagons, wheel barrows and
trowels come forth and the sandbox and garden transform daily as the children
bring their own impulses into play. In our contemporary society, there are
trends toward decreased time and places to play, and increased time spent
watching TV, video, or computers. Young children, instead, need an environment
and lifestyle to fully develop their sensorimotor functions that are necessary
for intellectual function later.
Children who have fully
experienced the seasons out of doors can enter very deeply and comfortably into
later studies of plants, animals, the weather and the earth sciences.
Story Time
"Mother
of the fairy tale take me to your shining land"
The storytelling
nook has been fashioned from branches and a fallen tree at the bottom of the
hill. After the children have had ample play time in the natural setting, we
walk to this specific area for a fairy tale, folk tale or nature story. After
having heard a particular story for several days the children may out the story
or the teacher might tell it using puppets. The children relish trying out
different roles and enjoy dressing up in simple cloaks and scarves to create
the cast of characters. Stories are carefully chosen for their theme and their
use of language. Nothing stands between the children and the story-no books or
tapes are used during storytelling. The child's own ability for inner imagery
is strengthened.
This capacity for inner imagery is crucial for
grasping the written word later in reading.
Circle Time
"Let's make a circle like the circle of the sun"
As the children gather in a circle, they are led in songs, poems, and seasonal finger plays, integrating their desire to imitate what they experience. There is a healthy flow between large and small movements, hearty and quiet voices, quick and slow actions, and movement in all directions. Circle time repeats each day with elements changing with the nuances of the seasonal transitions and the needs of the group. This continuity allows the children to fully enter the world of circle time with their unconscious movements and participation in song.
During this time many faculties are exercised, giving emergence to foundational skills essential to language arts development, such as:
Indoor Activity and Creative Playtime
"Rinca, ronca, rosey ray. Welcome, welcome this good day"
The children have a long period during which they join in a daily activity such as painting, making the day's nutritional snack, or seasonal crafting. There is ample time to follow their own imaginative impulses and to play with the many natural materials and playthings in the room, and look at books. Playtime ends with everyone tidying up the room and putting all the toys carefully to rest.
Preschool aged children learn about the world through taking in many experiences and then "practicing" them through imitative play.
Snack Time
"Blessings on our food and blessings on our friends"
Providing children with wholesome, warm food in a lovely atmosphere is valued as very important for their physical and emotional development. The snack table is set beautifully with placemats and napkin rings in place. After a verse of thanks for our food and friends everyone eats delicious organic food. Various grains that are nourishing to a growing body are emphasized. Our food comes from Wheatsfield, a natural food store in town. After snack the children wash their own dishes in warm, soapy water.
A sense of thankfulness, eating manners, and responsibility are fostered through snack time.
Rhythm is central to all we do at Prairie Flower. Carried along through verse and song, daily rhythms include preparing snack, playing, tidying, singing, eating, washing, listening to stories, and playing outside. In the security of this rhythmic context children feel free to participate in a wide variety of experiences.
Weekly rhythm creates predictability-- the child anticipates "painting day" and "bread-making day" or "porridge day." These activities change with the seasons, reflecting the rhythm inherent in the natural world.
Prairie Flower is open from 9:00-12:15.
The morning is longer than other preschool programs to enable a satisfactory length of time for indoor and outdoor playtime and to allow for comfortable transitions through the morning's activities.
- 9:00-10:30 outdoor play time in nature and oral storytelling
- 10:30-10:45 circle time
- 10:45-11:20 indoor work and play
- 11:20-11:45 snack and wash dishes
- 11:50-12:15 outdoors
Outside Activity and Play Time
"Oh, where do you come from you little flakes of snow."
The children are taken outdoors to experience the natural world in all its different
seasons. The trail walks along the little creek, the wagons, wheel barrows and
trowels come forth and the sandbox and garden transform daily as the children
bring their own impulses into play. In our contemporary society, there are
trends toward decreased time and places to play, and increased time spent
watching TV, video, or computers. Young children, instead, need an environment
and lifestyle to fully develop their sensorimotor functions that are necessary
for intellectual function later.
Children who have fully
experienced the seasons out of doors can enter very deeply and comfortably into
later studies of plants, animals, the weather and the earth sciences.
Story Time
"Mother
of the fairy tale take me to your shining land"
The storytelling
nook has been fashioned from branches and a fallen tree at the bottom of the
hill. After the children have had ample play time in the natural setting, we
walk to this specific area for a fairy tale, folk tale or nature story. After
having heard a particular story for several days the children may out the story
or the teacher might tell it using puppets. The children relish trying out
different roles and enjoy dressing up in simple cloaks and scarves to create
the cast of characters. Stories are carefully chosen for their theme and their
use of language. Nothing stands between the children and the story-no books or
tapes are used during storytelling. The child's own ability for inner imagery
is strengthened.
This capacity for inner imagery is crucial for
grasping the written word later in reading.
Circle Time
"Let's make a circle like the circle of the sun"
As the children gather in a circle, they are led in songs, poems, and seasonal finger plays, integrating their desire to imitate what they experience. There is a healthy flow between large and small movements, hearty and quiet voices, quick and slow actions, and movement in all directions. Circle time repeats each day with elements changing with the nuances of the seasonal transitions and the needs of the group. This continuity allows the children to fully enter the world of circle time with their unconscious movements and participation in song.
During this time many faculties are exercised, giving emergence to foundational skills essential to language arts development, such as:
- speech articulation
- vocabulary
- numbering
- spatial orientation
- dexterity
- coordination
- listening skills
- sequencing
- body geography
Indoor Activity and Creative Playtime
"Rinca, ronca, rosey ray. Welcome, welcome this good day"
The children have a long period during which they join in a daily activity such as painting, making the day's nutritional snack, or seasonal crafting. There is ample time to follow their own imaginative impulses and to play with the many natural materials and playthings in the room, and look at books. Playtime ends with everyone tidying up the room and putting all the toys carefully to rest.
Preschool aged children learn about the world through taking in many experiences and then "practicing" them through imitative play.
Snack Time
"Blessings on our food and blessings on our friends"
Providing children with wholesome, warm food in a lovely atmosphere is valued as very important for their physical and emotional development. The snack table is set beautifully with placemats and napkin rings in place. After a verse of thanks for our food and friends everyone eats delicious organic food. Various grains that are nourishing to a growing body are emphasized. Our food comes from Wheatsfield, a natural food store in town. After snack the children wash their own dishes in warm, soapy water.
A sense of thankfulness, eating manners, and responsibility are fostered through snack time.
