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Philosophy

Learning is a natural and ongoing phenomenon, which emerges as we interact with and respond to our environment. As young children play, they develop strategies and form relationships that enable them to create a world that makes sense.

At Chelsea Children’s Cooperative Preschool, we believe it is our responsibility to provide multifaceted opportunities for preschoolers to explore, experiment, and grow in a safe, nurturing, and age appropriate arena. Our program is committed to helping individual children:

 

  • Develop and maintain a positive self-image
  • Stimulate creativity and a personal interest and joy in learning and discovery
  • Work toward self-sufficiency and independence
  • Develop problem solving skills
  • Cultivate cooperative social skills with adults and peers in large and small group situations
  • Improve their coordination, balance, rhythm, strength, endurance, and body awareness as it relates to health, safety, and fitness issues
  • Exercise self control
  • Accept and respect others and their opinions
  • Successfully communicate their thoughts, feelings, and ideas through language, art, music, dance, etc.
  • Become proficient and competent elementary school students from early exposure to educationally sound activities
  • Explore “pre-academic” competencies necessary for later school success in math, science, social studies, reading and writing
  • Have fun and enjoy “school”

Research based studies maintain that parents are the first and ultimately the best and most influential teachers. To this end, we are dedicated to providing services to our community within the context of the family. Parents are provided opportunities and are encouraged to assist in many aspects of school development and operation. Establishing a genuine partnership between children, parents, and teachers in an educational setting benefits everyone.

Chelsea Children’s Cooperative Preschool’s philosophy, curriculum, and classroom practices are based on findings from professional resources and research in the field of early childhood development and education. We continually evaluate and revise our practices to reflect what is currently known about children.

Valuing the family as a unit as well as the individuality and worth of each of its members is our philosophy and practical approach to preschool education.

As parents take the plunge into the world of preschool there is a lot of pressure to make the right decision about choosing the right program.  After all, this is the first step in your child’s journey through the educational system.  Parents sincerely want what is best for their child.  No one wants school to be a struggle for their child in later years.  As adults, we immediately think the best indicator of future school success is a child’s ability to read, write, and do math.  And as adults, we want to see tangible evidence of progress in these areas, which to us looks like worksheets with letter tracings and math problems.

We need to stop and check ourselves, however.  This is preschool.  Writing, math, and reading don’t look the same in preschool as they do in elementary grades.  In fact, if one sees such worksheets in preschool, it is worth questioning the developmental appropriateness of the program.  Learning must be relevant for all children, and quite honestly worksheets hold little relevance for the majority of the preschool set.  In a young 5’s or Kindergarten program, one may begin to see more “recognizable” evidence of learning, but in a three or four year old program, one has to look a little differently to understand what is being seen.  Young children learn by being provided with rich experiences and exposure to concepts that they can explore, investigate, and experiment with.  By doing so, they “learn how to learn” and they prime their brains for future learning in academic areas that build upon their experience base.  And therein lays the difference between learning and training.  Learning is relevant and builds upon itself.  Training is the performance of rote tasks that may look impressive but have no understanding behind them to give them any substance.

Click to view some of the to some commonly asked questions we get about our program.  None of these questions are good or bad.  They are just a reflection of the pressure well-intentioned parents feel as they make the first of many decisions regarding their children’s education.

**If you have further questions about the curriculum please don’t hesitate to contact. Mrs. Baushke. During the school year she can be reached at the Preschool, (734) 433-1938. You can also contact her at anytime via email at claire.baushke@gmail.com