K-1-2
Early Education at Stanley
The Magic of K-1-2 Stanley's K-1-2 program reflects the magic of this stage of a child's life and begins with the premise that children do not need to be made to learn, but allowed to learn.
Hands-On Approach Recognizing that children are natural learners, our teachers create vibrant, engaging classrooms where students' innate curiosity can thrive. This hands-on approach allows children to manipulate materials and actively participate in their learning, fostering a deeper understanding and connection to the world around them.
The Value of Play Our program emphasizes the value of play in fostering children’s social, emotional and cognitive development. Play encourages creativity and innovation, and our teachers integrate essential skills, strategies, and dispositions into the curriculum. This approach equips students to be effective problem solvers, friends, scientists, writers, artists, mathematicians and engaged community members. By valuing play, we create a dynamic learning environment that nurtures the whole child.
Strong Self-Concept Our school-wide emphasis on building a strong self-concept in our students is evident throughout the K-1-2 years. Students have frequent chances to make choices and reflect on their learning, fostering a sense of self-awareness and are that supports their growth throughout their years at Stanley.
"Play is the highest expression of human development in childhood, for it alone is the free expression of what is in a child's soul."
Curricular Components
- Reading: Based in The Science of Reading, and using the Orton Gillingham IMSE method, our focus is on the early building blocks of reading: phonemic awareness, phonics, vocabulary, fluency, and comprehension.
- Writing: Focuses on emerging writing skills: Composition strategies, writing conventions and mechanics.
- Spelling and Word Study: Using Orton Gillinham and Science of Reading curriculum, spelling and word study is taught using a developmental approach to phonemic awareness, phonics, vocabulary and spelling instruction.
- Social Studies: Integrated through all subject areas with focus on study of self, family and immediate community.
- Mathematics: Focuses on number sense, operations, estimations, geometry, measurement, patterns and analysis through engaging projects and games and real-life problems.
- Science: Introduction of the scientific method with content integrated into curricular units and driven by student interest and curiosity.
- Choice: Teachers prepare developmentally appropriate choice activities that allow children to create, interact socially, make decisions, discover passions and take risks.
- Social and Emotional: Comprehensive integrated approach with multi-age classrooms providing the foundation for learning to live and work collaboratively in a community.
- Foreign Language: Teaches students to progressively develop the ability to read, write, listen and speak in Spanish using the Teaching Proficiency through Reading and Storytelling method.
- Technology: Student exposure at this age is intentionally limited to ensure social interaction and conceptual development with the real world.
- Beyond the Classroom: Students engage with trips and special guest visitors related to curricular units that further their learning and curiosity.
- The Arts: Students learn to express themselves through the arts including visual arts, music, dance and drama.
- Physical Education: Focuses on gross motor development and creative games that build fundamental athletic skills.
- Homework: Begins in January of 2nd grade year in order to practice academic skills and prepare students for upper elementary grades.
The Positive Impact of a Multi-Age ClassroomÂ
A child's three-year experience in a multi-aged classroom enables teachers to develop strong relationships with each student, allowing the child to experience being the youngest, middle and oldest -- or leader -- in the classroom.
This setting fosters a rich diversity of ages, cultures and learning styles, helping students understand similarities and differences while learning to collaborate successfully.
Leadership
Head of K-1-2 Simone Brackett leads the lower elementary division at Stanley. Simone is an alumna of Stanley, as well as a graduate of the Stanley Teacher Prep Program. She is passionate about education and meeting the needs of a diverse set of learners.
Stanley & Innovation
In #EdJourney: A Roadmap to the Future of Education, educator and author Grant Lichtman cited a number of innovations teachers find crucial to the future of education. Many of these are instructional values and approaches Stanley has had in place for over 50 years.
A need to break down traditional silos in schools of subject, age and time
Instruction should promote student's ownership of learning
At Stanley we have institutionalized each of these aspects of innovation by:
Creating multi-age classrooms, integrated teaching units and cross disciplinary learning