Creating great wonders with small daily actions
Here at Wellspring, you might notice something different from other Early Childhood Education Centers. You might hear similar words and phrases, but wonder what makes one place different from another. Here’s a quick look at our Curriculum theory that might help you understand us better and give you deeper insight into our program.
Our Whole Child Curriculum is a planned 40 week set of activities, academic goals, social/emotional skills, science, story time/poetry, art, festivals, fine/gross motor skills, make/bake/cook, language development, and learning games together.
This curriculum is there to be a guide. It’s a communication device between parents and teachers on what the children are actively learning and doing throughout the school year. It’s also a way for teachers to ensure that they are building a firm foundation for children’s development. The skills that the two year old's are working on will help them when they are in the three’s classroom.
We ensure that there is time for mindfulness and relaxed playtime. We know that it takes time to learn how to tie your shoes, fix your snack, sit at a table, and work out an issue with a friend. We check in that we are going at the children’s pace and not feeling unnecessarily rushed. It’s the child’s work to play: It’s the teacher’s work to create rhythm.
Rhythm plays an important role in the theory of the Whole Child curriculum.
Daily rhythms are the daily habits that build our day. Meals, naptime, playtime, clean up, art time are all part of the daily rhythm.
Weekly rhythms are activities that happen on a regular basis. Baking, a volunteer reader coming into the classroom, deep cleaning, and large art projects are good examples.
Seasonal rhythms are special activities that are done throughout the year. Thanksgiving feasts, parties, holidays, festivals are all great examples of seasonal rhythm.
The daily rhythm is where the childhood magic comes into play. We integrate lots of natural rhythmic activities that invite childhood imagination and creativity.
Chanting, fingerplays, skipping, running, scooters, dancing, singing, traditional housework: scrubbing, sweeping, sewing, baking, cooking, chopping, and raking are all natural rhythmic activities for children.
Having rhythmic activities promotes:
Healthy neurological development and function.
Proprioception (whole body in space)
Vestibular (sense of balance)
Cross Midline (move/see/write in all planes)
In breath/Out breath
Daily rhythm creates an intentional flow to the day. The order matters, but everyday doesn’t have to look the same. It’s more about the order of operations. Rhythm is a natural impulse like breathing. The quality of breathing in is different from the quality of breathing out.
This is how rhythm is different from a routine on a schedule. It has a feeling of breathing in and out throughout the day. It’s balanced and it has a pace that is comfortable for all.
Breathing in: This is focused, quiet, and restful breathing. This breath gathers our resources, refueling, letting our brain make connections. Some activities can include watercolor, art, listening to stories, sleeping, alone time, and eating meals.
Breathing out: Expressive, active, and social time. This breath helps us engage with others, exploring, and learning new things. Some activities can include playing outside, social activities, drama (theater) time, and circle time.
Our curriculum theory also dives into values, priorities, elements, anchor points, and sensory exploration, and more. Stay tuned as we continue to share more about our philosophy and let us know your thoughts!