Preschool & Kindergarten -- (ages 3-6 years)
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Prairie Flower Children's Center offers two options for preschool-mixed-age kindergarten: our Morning Song program, offered Monday-Friday from 8 a.m.-noon, and our Day Song program, offered Monday-Friday from 8 a.m.-5:30 p.m.
Both programs let you choose from two-, three- or five-day enrollment options, and are for children ages 3 through 6. Children must be fully toilet-trained to attend. The school year runs from early September to the end of May, with holidays matching those of Ames Community School District. From June-August, a summer session is offered, with week-by-week enrollment, five-days-a-week only. |
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Seeing a dandelion might lead to curiosity about why they turn white and fluffy, which might lead to teachers planning activities about plant lifecycles
Curriculum
Nature is at the heart of our curriculum. Nature is the setting for most of our activities – we spend as much of the day as possible outside – and also our main object of study. When we visit the woods or other nature areas, we practice supervised "risky play" by climbing and exploring, which is important for children's development in many ways. In addition, we learn to care for and protect nature.
The style of curriculum we use is called emergent curriculum. Emergent curriculum is child-led in that it is based on children’s interests. Rather than teachers preplanning themed units, with emergent curriculum a teacher observes what students are curious about while in nature. Then, a few days later, the teacher sets up activities related to that topic. These activities could include art projects, games, guided exploration in nature, reading books or singing songs about the topic. Activities are not explicitly academic lessons, but instead provide experiences that foster learning (e.g. about math, literacy, science, or art), in authentic ways.
The seasonal rhythms of our nearby woods and prairie, and the animals, birds and plants who live there, naturally become big themes in our curriculum. By visiting the same sites in nature regularly, we develop deep knowledge of and connections to our local environment and community, planting the seeds for children to become environmental stewards and responsible citizens.
Nature is at the heart of our curriculum. Nature is the setting for most of our activities – we spend as much of the day as possible outside – and also our main object of study. When we visit the woods or other nature areas, we practice supervised "risky play" by climbing and exploring, which is important for children's development in many ways. In addition, we learn to care for and protect nature.
The style of curriculum we use is called emergent curriculum. Emergent curriculum is child-led in that it is based on children’s interests. Rather than teachers preplanning themed units, with emergent curriculum a teacher observes what students are curious about while in nature. Then, a few days later, the teacher sets up activities related to that topic. These activities could include art projects, games, guided exploration in nature, reading books or singing songs about the topic. Activities are not explicitly academic lessons, but instead provide experiences that foster learning (e.g. about math, literacy, science, or art), in authentic ways.
The seasonal rhythms of our nearby woods and prairie, and the animals, birds and plants who live there, naturally become big themes in our curriculum. By visiting the same sites in nature regularly, we develop deep knowledge of and connections to our local environment and community, planting the seeds for children to become environmental stewards and responsible citizens.
"Meaningful work" in winter!
While guided learning activities and “meaningful work” activities (e.g. helping prepare snacks, washing dishes) make up part of the day, overall our emphasis is on child-led play. Children explore, they observe, they listen, they dig and they imagine. They become comfortable in natural spaces, and competent in determining their own risk tolerance, within the expectations of their teachers. They work together to build and create.
Our commitment to anti-bias education underpins the social-emotional aspect of our curriculum. We aim to instill a sense in children that they belong unconditionally, and expand that into a sense that all kinds of people are welcome and belong as well. We encourage a sense that all bodies are beautiful and valuable.
We endeavor to instill this sense of belonging through encouraging and modeling love, joy, kindness and empathy. Early childhood is when children learn how to relate and connect to others – and as children learn primarily through imitation, if they witness their parents, caregivers, and others caring for each other and the environment, the children will develop a strong sense of community as well.
Our commitment to anti-bias education underpins the social-emotional aspect of our curriculum. We aim to instill a sense in children that they belong unconditionally, and expand that into a sense that all kinds of people are welcome and belong as well. We encourage a sense that all bodies are beautiful and valuable.
We endeavor to instill this sense of belonging through encouraging and modeling love, joy, kindness and empathy. Early childhood is when children learn how to relate and connect to others – and as children learn primarily through imitation, if they witness their parents, caregivers, and others caring for each other and the environment, the children will develop a strong sense of community as well.
Circle time
Our curriculum is guided by best practices in early childhood education, and is rooted in the following resources and standards:
Daily/Weekly Rhythms
Rhythm is central to our days at Prairie Flower. Our schedule remains flexible, but has predictable rhythms to the day. In the security of this rhythmic context, children feel free to participate in a wide variety of experiences.
Weekly rhythm also creates predictability: the child anticipates “longer woods day” on Thursdays, for instance.
The morning is longer than other preschool programs to enable a satisfactory length of time for outdoor playtime, and to allow for comfortable transitions through the morning's activities.
- Natural Start Alliance Preschool Professional Practice Guidebook
- NAAEE Early Childhood Environmental Education Programs Guidelines for Excellence
- Iowa Early Learning Standards
Daily/Weekly Rhythms
Rhythm is central to our days at Prairie Flower. Our schedule remains flexible, but has predictable rhythms to the day. In the security of this rhythmic context, children feel free to participate in a wide variety of experiences.
Weekly rhythm also creates predictability: the child anticipates “longer woods day” on Thursdays, for instance.
The morning is longer than other preschool programs to enable a satisfactory length of time for outdoor playtime, and to allow for comfortable transitions through the morning's activities.
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Daily Rhythm - Fall & Spring
Morning:
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Afternoon:
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Daily Rhythm - Deep Winter
Morning:
*Note: Programming moves indoors for extreme cold. |
Afternoon:
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“We have really appreciated the involvement of the teachers with the children, the open ended playthings that encourage imagination, …the connections that are fostered between children, and the outdoor time/hiking. Our child has thoroughly enjoyed preschool with Prairie Flower!” - 2023-24 school year parent
Snack & Meal Time
“...Blessings on the blossom, blessings on the root, blessings on the leaf and stem, blessings on the fruit.”
Each snack and meal time begins with singing this song, showing our gratitude for how nature brought us the food. Then, everyone eats wholesome food – just as time to play in nature nourishes the senses, healthy food is important to children's physical and emotional development.
Morning snack foods are provided by families, using an assigned snack calendar sent monthly. Staff prepare a hot lunch daily for Day Song students. Meals are vegetarian to accommodate the potential eating preferences of all our families, and we also pay attention to food sensitivities of our students when planning meals. We emphasize grains that nourish a growing body, along with vegetables and sustaining proteins like nuts, nut butters, and beans.
Afternoon snacks are provided by Prairie Flower, and kids often help make them -- such as peanut butter energy balls, or homemade salsa and chips.
After snack and meal time, the children wash their own dishes in warm, soapy water. We strive to foster a sense of gratitude, courtesy and warmth during each meal and snack.
“...Blessings on the blossom, blessings on the root, blessings on the leaf and stem, blessings on the fruit.”
Each snack and meal time begins with singing this song, showing our gratitude for how nature brought us the food. Then, everyone eats wholesome food – just as time to play in nature nourishes the senses, healthy food is important to children's physical and emotional development.
Morning snack foods are provided by families, using an assigned snack calendar sent monthly. Staff prepare a hot lunch daily for Day Song students. Meals are vegetarian to accommodate the potential eating preferences of all our families, and we also pay attention to food sensitivities of our students when planning meals. We emphasize grains that nourish a growing body, along with vegetables and sustaining proteins like nuts, nut butters, and beans.
Afternoon snacks are provided by Prairie Flower, and kids often help make them -- such as peanut butter energy balls, or homemade salsa and chips.
After snack and meal time, the children wash their own dishes in warm, soapy water. We strive to foster a sense of gratitude, courtesy and warmth during each meal and snack.
Our Spaces
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Playscape
In 2024, we got approval from Bethesda Lutheran to build a nature playscape on the grounds of their property. We are very excited about this project, and the ability to have an outdoor classroom space close to our indoor classrooms, that can be used for free play as well as circle time, guided learning activities, storytime, etc. We have begun acquiring initial items for the playscape, such as tree stumps, logs, a mud kitchen, a swing, and ninja line, and have used the space frequently during spring and summer 2024. Construction for the permanent playscape will take place during fall 2024, when we will collaborate with an ISU Art & Design professor and their graduate student class – the same class that built the Reliable Street outdoor structures – on a design, funded in part by an ISU grant. |
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Woods / prairie
We are glad to be in a convenient location in central Ames, yet a short walk away to nearby woods. The natural spaces we use are the Ames High prairie and woods and the meadows and trails by Ioway Creek. During summer and warmer spring and fall days, we also use Brookside Park, which is a slightly longer walk away. |
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Indoor classroom
We rent two indoor classrooms (but are otherwise unaffiliated with) Bethesda Lutheran Church. Currently one classroom is used for preschool, and one for the school-age after-school program, but as we expand enrollment we intend to have Morning Song and Day Song each be able to use their own classroom. We bring nature into the classroom through the plants & natural materials that comprise our classroom, as well as the nature-based activities we do. In fall, children might play with a sensory corn bin. Other times, they might make nature play dough, play with a water table, or do an art project with shells. The classroom has different centers with lots of opportunities for play and imagination. Teachers rotate centers and their supplies periodically during the year. Centers include a dramatic play corner, an art supply area, a construction corder with building toys and manipulatives, a science center with nature artifacts, microscopes and other tools, and a reading center and cozy corner for those needing alone time. We strive to achieve a sense of simplicity and beauty in the classrooms. Simplicity in this sense refers to a general sense of unclutteredness, wherein children are not given too many choices (which can become intrusive to their play and well-being). Through a daily sense of caring-for, and being shown care, children naturally learn to feel a sense of responsibility for the indoor classroom environment, as well as a stewardship for the woods, ravines, riverbanks and creeks where we play. |
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Cooperative model
We enact our commitment to community-building by operating preschool as a cooperative, keeping our creed of “Many hands make light work” and the idea that modeling cooperation and healthy community is a vital part of our children’s education. Learn more about the cooperative commitments here.
We enact our commitment to community-building by operating preschool as a cooperative, keeping our creed of “Many hands make light work” and the idea that modeling cooperation and healthy community is a vital part of our children’s education. Learn more about the cooperative commitments here.