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Early Childhood Center-School Year 2016-2017

"Play is the highest expression of human development."
Welcome to The One School At Temple Beth Am, Celebrating the Whole Child. We understand and respect that every child is essentially, ‘the one.’ Every child is unique. The specifics of how we nurture and grow each child are dependent entirely upon the needs of the child. This is how we celebrate each child - by engaging him or her at his or her point of need. The One School partners with every parent to ensure every child is championed and educated as an individual.

The One School is a NAEYC Accredited, Reggio Emilia Nature-inspired school, serving ages 18 months to five years. The One School offers certified teachers, a low student/teacher ratio, an emergent creative curriculum and specialty areas of study including science, art, music, foreign language and nature study. The One School’s curricula are supplemented by young family programs and parenting workshops, an infant and toddler program, Family Center, Summer Camp, after school enrichment classes and an active and instrumental Parent Teacher Organization. A commitment to contribute to the community and the world at large is also a part of the school’s social justice philosophy.






Friday, March 29, 2013

Constructive Play


In his classic guidebook, Constructive Play, George Forman opens with these observations about play:
"The child learns through play. In fact, Jean Piaget insists that meaningful learning requires a period of open-ended 'playing around' with the alternative ways of doing something. Constructive play is a preliminary stage in the development of skill, and skill is preliminary to creativity. Play that does not increase skill may be pleasurable in a narrow sense, but is not what we would call constructive. Constructive play, by definition, builds on itself to increase the competence of the child. This competence, in turn, increases the child’s pleasure by making even more creative acts possible. The cycle repeats itself, with the new creative acts becoming yet another form of play at a higher level of understanding until they are mastered. Development, as Piaget ph rases it, is a spiral of knowledge moving upward through alternating play and skill.
"Another characteristic of constructive play, central to Piaget’s theory of development, is that the player herself must do the constructing. Meaningful learning is more likely when the child herself invents the alternative ways of doing something. In fact, if the child is only imitating alternatives modeled by a teacher or a parent, we do not call it play; it becomes drill. But if the child herself invents some new way to do something, the chances are that she will also better understand how that new way relates to the other ways that she has performed the act in the past."





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