Pre-primary Learning Experiences
Oak and Orca Pre-primary school is a place of exploration and investigation. Educators are trained in the bioregional methods of the school to encourage natural learning in all areas. Through the experiences listed below, and many more not mentioned here, we see children grow to be unique individuals, able to take risks to try new things and express their feelings and needs. Each progresses wholistically at an individual pace through developmental stages.
Reading
Through read-a-louds, individual and group reading, and language experience methods, experience with reading is truly enjoyable.
Children can take the process as far as they like from simply enjoying being read to to learning independent reading skills. This experiencial approach provides plenty of exposure so that at the right time - no matter when that is - children will have the background skills necessary for the task of learning to read.
Science
Not just a subject to read about, science makes much more sense if it is experienced.
Science is explored through learning centres, workshops and field trips. Hands-On investigations lead children to draw their own conclusions from real world application of scientific principles. Our pilosophy is that experience derives understanding and understanding leads to long term knowledge of how the world works around us.
Communication
Communication of feelings and needs is key in helping children to understand one another as well as to gain a deeper understanding of themselves.
Compassionate communication is modeled to children through normal interactions and put into practice by the children through mediation and discussions. As they experience and begin to use their methods of communication in their everyday lives, children begin to be more aware of themselves and their own needs. Expressing and hearing the needs is the cornerstone of a compassionate approach.
Writing
All children at the school experience themselves as successful writers.
Through the early stages of learning to write-including drawing, scribbling, writing letters, and telling stories-children are accepted as writers. Knowing one is a writer at the early stage builds confidence for practice and success into the future. Group writing of various types-stories, journals, poetry, articles, etc.-lead to important composition skills without the necessity of independent printing skills. As children are ready, opportunities always exist to mature the independent skills through inventive spelling and awareness of where words can be found in the classroom.
Mathematics
Throughout the day children have access to mathematical materials and are encouraged to count, sort, find patterns and otherwise build their math awareness.
Mathematical development is naturally drawn from play experiences, exploring materials and problem solving challenges. Trained educators are able to interject a variety of play experiences with mathematical practice. A block building game, for instance, may become a counting game or one where towers are added together.
In addition at special math times, young children choose from mathematical experiences on the Math Menu just like the older kids in other parts of the school. These fun activities are drawn from a range of mathematical areas and provide opportunities for individualized and group instruction in math concepts including numeracy, patterns, chance, logic and measurement. Our ongoing experience shows that when children "play" with math, they learn it naturally.
Themes
Integration of experience is provided when the opportunities are linked into themes based on interests and real experiences.
While there are no contrived thematic units imposed by educators, themes are drawn out of children's natural play, sights and scenes from field trips or interests derived from reading. Themes allowed to take their natural course, ending when interest subsides and turns to new ideas. This natural process follows the ebbs and flows of the group rather than the needs of the educator.
Learning Through Choice
Children are given a voice to express their unique needs and permission to choose from a variety of playful learning opportunities.
Self-paced learning is an important component of the Oak and Orca program throughout the school. Children are never forced to learn at Oak and Orca. Families who desire a place where encouragement and experiencial opportunities guid natural learning will feel at home at Oak and Orca. Those who prefer a fully academic program will not be happy with our wholistic approach.
