Introduction to the Early Childhood Programs

Spacious, light-filled classrooms, outdoor patio spaces for additional play, wide hallways filled with art, a newly built playground, a library just their own, and amenities sized for young children:  these are just some of the impressive hallmarks of Chilton House, Elisabeth Morrow’s Early Childhood facility.  With a Director overseeing the program, each classroom is under the supervision of two fully qualified teachers.

Our comprehensive curriculum offers engaging and challenging hands-on activities in math, language arts (reading, writing and oral expression), social studies, and science.   Students visit the library on a daily basis and music and physical education classes meet for all levels.  PreKindergarten and Kindergarten students receive additional instruction in Spanish, while Kindergarten students also have weekly specialized courses in computers and science. 

At Elisabeth Morrow, social growth is as important to us as intellectual development in our Early Childhood program.  We follow the guiding principles of the Responsive Classroom, which is based on the premise that children learn best when they are engaged in both academic and social-emotional activities. 

For a more detailed description of our Early Childhood curriculum, please click on the tabs above.

The Three-Year-Old Program

A child’s first school experience should be positive, exciting, stimulating to the imagination, and establish a desire to learn.  The Three-Year-Old Program embraces these goals, all within a respectful and nurturing environment.  Emphasis on character and community are supported through a curriculum that responds to the interest and developmental needs of all children.  Our low student-to-teacher ratio provides the close guidance and assistance needed in helping children develop self-control, build confidence, take risks and establish personal independence.

Language Arts

We immerse our students in an environment rich with reading and printing activities.  They are challenged as individuals and in groups to participate in exercises designed to enhance vocabulary and comprehension.  As well, our Morning Meeting and story time provide further opportunities to practice oral communication skills.  The Library also plays a significant role in the Language Arts curriculum.  Designed specifically for young children, and guided by a dedicated, full-time librarian, this facility is a significant resource for Early Childhood.  It is always open during the academic day, ensuring it is available for planned activities or independent use. Stories are read (often by volunteer parents), puppet play is encouraged, books are made, and storyboards are designed all within a cozy, calm, light-filled room.

Mathematics

Along with the recognition and writing of numbers, three-year-olds are introduced to geometry and measurement, classification and categorization (relationships of objects, sorting by attributes), graphs and charts and one-to-one correspondence of object to numbers.  At Elisabeth Morrow we place an emphasis on developing a real sense of what numbers mean and how they can be used to explain our world.

Social Studies

The goal of the Social Studies Program in Chilton House is for children to develop an awareness of self and how their behaviors, words and deeds affect their community: from classroom, to the school community, to our neighboring world.  Basic skills for listening and sharing are modeled, practiced and developed while children greet one another, share and engage with teachers and peers.  As their understanding of self develops they begin to explore and identify characteristics and behaviors that reflect good citizenship.  

Science

Science begins with an analysis of physical properties such as weight, shape, size, color and temperature. Our children examine various plants and animals in their spacious classroom, and then explore our fourteen-acre campus on numerous nature walks.  Observations are made and items are collected, forming the basis of many activities and discussions. With our students, our goal is to develop respect and understanding of their natural surroundings while instilling a rudimentary basis for inquiry.

Music

Students are introduced to basic musical concepts such as beat (clapping, moving, tapping), tempo (fast/slow), dynamics (loud/soft), and timbre (different instrumental sounds) using traditional children’s songs and chants. Students also learn the names, sounds and proper care of the classroom instruments.  Simple improvisation is introduced as the students create rhythms on the classroom instruments.  On Fridays, all Chilton House students join together for an exuberant sing-a-long.  Music is taught by a specialist and it is also part of classroom activities.

Art

In creating various two- and three-dimensional constructions, students explore a variety of tools and mediums, while practicing eye-hand coordination, fine motor skills and motor control.  Creativity and imagination are stressed with our students, although artwork often grows from the stories they are read and activities in which they participate. 

Physical Education

Although almost every aspect of our Three-Year-Old Program features activities designed to improve dexterity and fine motor skills, our movement program provides our children with the opportunity to grow and develop physically, cognitively and affectively, while participating in a variety of activities, games, animal walks and directional movement (up/down, over/under, around/through). Physical Education also integrates other subjects into the program; students will also study shapes, numbers, letters and colors through movement using a range of equipment (balls, scooters, scarves, beanbags, hula-hoops or mats). These classes take place in a large gym, the Cohen Center, and are taught by two physical education specialists. 

English as Second Language (ESL)

The Elisabeth Morrow School provides English language instruction for non-native speakers to improve fluency and effectiveness with self-expression, reading, listening comprehension and writing.  Instruction is individualized according to the student’s level of proficiency.

Pre-Kindergarten

Designed to build upon skills learned in the previous year, our prekindergarten program continues to support the social, emotional and intellectual growth of children, while offering a greater level of complexity, depth of understanding and refinement of skills.  Language is critical for learning across all curricular areas.

Language Arts

Our language arts curriculum focuses on self-expression, listening comprehension, vocabulary development, pre-reading and reading skills.  The power of the alphabet is explored as our students develop visual recognition and the ability to create the letter shapes.  At this stage, sounds are attached to the letters; those letters are then blended into words, the words into sentences, forming the basis for meaning.

Children investigate and explore new vocabulary at this level.  Our teachers spark conversations and the children are encouraged to use new language skills to share ideas, make plans and predict outcomes.  Working with experience charts to record the essentials of group discussions, teachers assist in showing how spoken words can be recorded and then referred to later, which in turn strengthens memory and builds relationships between ideas. 

Library

The Chilton House Library is designed specifically for young children. With a dedicated, full-time librarian, this wonderful resource is always open and available for planned activities or independent use. The Library allows for a variety of activities: puppet play, book making, storytelling and research are all offered within a calm, cozy and inviting space.

As well, in a tradition that goes back to our school’s inception (1930), small groups of students at different times throughout the year are invited to Chilton House Library to join the librarian for hot cocoa and story time.

Mathematics

The mathematics curriculum builds upon the previous year; similar concepts are taught at a more challenging level of complexity. Students are exposed to geometry and measurement, classification and categorization, graphs and charts, one-to-one correspondence of objects to numbers and the recognition and writing of numbers.  Emphasis is placed on counting, developing a concrete sense of what numbers mean and how they can be used to explain their world. .  Relationships between numbers, such as “more than,” “less than” or “equal to,” are investigated.  Children then learn to express these relationships in graphs, predictions, estimates and comparisons.  

Social Studies

Being a good citizen continues to be the focus of our curriculum for Prekindergarten students.  Through a variety of themes, the children’s sense of self and belonging continues to be nurtured and explored.  As language develops, the children are given more autonomy to work through social conflict while teachers guide children to become empowered to resolve difficulties on their own—crucial developmental milestones for this age group.  

As well, the scope of Social Studies at this stage begins to grow, from the classroom to the larger school community.  With our Buddy Program, sixth grade students’ visit Chilton House to play, read and converse with our prekindergarten several times throughout the school year.

World Language

Students in prekindergarten (through fourth grade) are introduced to the Spanish language.  They explore and express beginning vocabulary through stories, rhymes and songs. 

Science

Science goes into more depth as the properties of matter (such as weight, shape, size, color and temperature) are investigated and lessons are embedded into the children’s work and play.  Field trips extend the focus on science and take children beyond their classroom and the school campus.  The goal of our Science program is to draw upon children’s curiosity and prior experiences so they can reflect, question and develop a respect and understanding of the world around them.

Music

Areas of competence that are developed in prekindergarten include: singing a varied repertoire of music (solo and with others); performing on instruments; improvising melodies; listening to, analyzing, and describing music.  As well, basic musical concepts are expanded: beat (clapping, moving, tapping), tempo (fast/slow), dynamics (loud/soft), and timbre (different instrumental sounds). On Fridays, all Chilton House students join together for an exuberant sing-a-long.  Music is taught by a specialist, and it is also part of the classroom activities.

Art

In art class, the children are afforded the opportunity to develop their creativity and experiment with many different mediums. Artwork often grows from imagination, experience and stories that the students or teachers have read. Children work with a variety of media— paint, markers, collage, scissors, glue and paste— and then usually display their creations on the hall walls outside their classrooms.  They can point with pride to what they have done and can see the work of others. 

Physical Education

The movement program provides students the opportunity to grow and develop physically, cognitively and affectively to the full extent of their abilities.  Students participate in a variety of activities. Students study shapes, numbers, letters and colors through movement using equipment such as balls, scooters, scarves, bean bags, hula hoops and mats.  Games are an important part of the program.

English as Second Language

The Elisabeth Morrow School provides English language instruction to non-native speakers of English, thus helping these children to function more effectively in self-expression, reading, listening comprehension and writing.  Instruction is individualized according to student’s level of proficiency.

Language Arts

Direct and indirect instruction as well as a print- and conversation-rich environment leads kindergartners to develop reading skills. The classroom environment surrounds them with tools, materials and opportunities to become confident learners. They explore language and develop phonemic awareness through stories, songs, games, cooking, dramatic play and group discussions. Teacher instruction in phonics, multi-sensory activities, word recognition and story comprehension also help develop reading skills. Teachers help kindergarten children engage in independent and collaborative writing experiences during “Writing Workshop” (journals and experience stories) throughout the week. As they continue to associate sounds with letter symbols, the children incorporate them into their work. They begin to learn correct letter formation and incorporate lower case letter construction. Research experiences occur throughout the day and are recorded in charts, graphs, illustrations and logs. Their confidence in their use of language is built through Morning Meeting, sharing time, group discussions, brainstorming and presentations.

Library

The Chilton House library is designed especially for young children, with a dedicated, full-time librarian. This wonderful resource is always open and available for planned activities or independent use. Stories are read by the librarian (or parent volunteers), and puppet play, book making, and story board design are all choices for the children within a cozy, calm, light-filled room. Kindergartners visit the library once a week in small groups for an in-depth discussion of a book chosen by the librarian.

During the course of the year, all students, in small groups, are invited to a cocoa party in the Chilton House library. Five students at a time join the librarian for hot cocoa and story time. This tradition began in 1930 and continues uninterrupted to this day.

Mathematics

Kindergarten children utilize mathematical concepts in everyday experiences. Through direct instruction, guided discovery and independent exploration, they begin to build a bridge from concrete experiences to more abstract understandings. Students study counting, grouping and place value concepts, graphing, patterns, collecting, organizing and describing data, mental computation, estimation, geometry and measurement. Children add, subtract and solve problems, using such manipulative materials as Cuisenaire rods, blocks, an abacus, and measurement tools.

Social Studies

Social Studies in kindergarten occurs daily as the concept of community expands to include civil and cultural tolerance. The year begins by setting goals—their hopes and dreams—for the school year. At this stage, the children are developmentally ready to interact with others, as their abilities to regulate self-control and integrate information are forming. Through specialized units (such as Thanksgiving and Post Office), constructive play and group activities, students learn to recognize how they are members of their own communities. They practice being a cooperative, respectful citizen all while working together to solve problems and have fun.

As individuals within a classroom, they begin to appreciate the similarities and differences that exist among their peers. This lends itself to the sharing of customs and traditions. Families are encouraged to join our classes, enlightening the children about their own heritages, which develops a sense of pride and understanding for all cultures represented at The Elisabeth Morrow School.

World Language

Children explore and express sounds and words in Spanish and learn beginning Spanish vocabulary through stories, rhymes and songs.

Science

A walk to the science lab in the Little School building one day a week for science class is an exciting new experience for kindergarten students. In science, students focus on the study of the many live animals that are housed in the science lab. Students are able to make connections between animals and literature, to make observations and to produce portfolios. Kindergarten classes also plan, plant, cultivate and harvest crops from their own gardens.

Music

Students are introduced to basic musical concepts such as beat (clapping, moving, tapping), tempo (fast/slow), dynamics(loud/soft), and timbre (different instrumental sounds) using traditional children’s songs and chants sung in a group. Students learn the names, sounds and proper care of the classroom instruments. Simple improvisation is introduced as the students create rhythms on the classroom instruments. On Fridays, all Chilton House students join together for an exuberant sing-a-long.

A very special hallmark of the kindergarten program is the year-end “Kindergarten Circus.” Each classroom puts on a circus with songs and acts chosen by the students. Backdrops are created and it culminates with a reception in the classroom following the performce. Years later, alumni gather and watch the recording of themselves performinf in the Circus.

Art

Students use a variety of materials to create two-and three-dimensional art forms. Students learn how to safely use the tools and materials in the classroom and develop their fine motor skills. This area affords children the opportunity to develop their creativity and experimentation with materials in addition to eye-hand coordination and small-motor control. Often artwork grows from stories that teachers read, as children experiment with paint, markers, collage, scissors, glue and paste. Writing grows from controlled scribble to recognizable shapes and letters.

Physical Education

Students develop spatial awareness (general and self-space, directionality, levels and pathways, locomotor skills (such as walking, running, galloping, jumping, hopping, skipping and sliding), ball skills (such as catching, throwing, kicking, rolling, striking with hands and objects and bouncing), and movement (such as stretching, curling, twisting and body shapes). Students focus on the important concepts of physical fitness and a healthy lifestyle.

English as Second Language

The Elisabeth Morrow School provides English language instruction to non-native speakers of English, thus helping these children to function more effectively in self-expression, reading, listening comprehension and writing. Instruction is individualized according to student’s level of proficiency.