At LCDS, we value play as being the most important work of early childhood.
In our classrooms, children are given ample time and materials to explore, investigate, and make decisions about how to direct their own learning. Children are guided to be free and creative in self-expression as they draw connections between prior knowledge and new experiences. Careful attention is given to developing the essential social-emotional skills that allow each child to participate with self-confidence and consideration of the group.
Teachers pay close attention to children’s conversations and personal interests.
They use their observations to design curriculum and activities that foster further inquiry, critical thinking, and problem solving. When a subject resonates with a broader audience, teachers facilitate deeper investigation utilizing the Project Approach, which harnesses children’s natural curiosity and provides opportunities for purposeful hands-on learning.
Understanding the Project Approach
A project is an opportunity to explore a topic of interest over an extended period of time. Children seek answers to their questions through first-hand, sensory rich investigations. Through this process, children not only gain new knowledge but also strengthen their view of themselves as researchers, thinkers and learners. As opposed to themes or units that are chosen by teachers and run for a predetermined length of time, projects arise out of children’s interests and their engagement determines the direction of the study and amount of time spent exploring it. The Project Approach is not a curriculum. The beauty of this approach is that it complements the other learning experiences happening in a classroom, creating meaningful opportunities for children to use their emerging skills in service of deeper learning.
LCDS is a child-centered school rather than a teacher-centered program.
Using the CT Early Learning Standards as a guide, teachers develop curriculum that encourages each child to build on their strengths and develop at their own pace. We are committed to the preservation of developmentally appropriate practices that allow young children to thrive.
