Shared Values and Beliefs
We value the educational philosophies of Lev Vygotsky, Jean Piaget, and Maria Montessori, social constructivism and the pedagogical theory offered by Loris Malaguzzi in the Reggio approach and Rudolf Steiner in the Waldorf approach. We deliberately draw from and integrate multiple theories with the intent to effectively respond to the diverse needs and abilities of young students. For example, at times a child will benefit from structured work-play as presented by Montessori tray activities (with a clear use of materials and intentional process) while, at other times, a child will benefit from following their own curiosities, plans, and hypotheses (as inspired by Reggio provocations within the environment). By being open to different approaches to education, we are prepared to meet each child where they are while respecting who they are as individuals and as learners.
Observation, assessment, and documentation play an important role in responding to the needs and interests of each child. We use multiple tools for observation including but not limited to authentic observation, formal assessment (Teaching Strategies Gold), event sampling, and functional behavioral analysis. Through careful observation of each child, we strive to create a learning space that is inclusive and developmentally appropriate for each child.
The environment is seen as the third teacher (after the child and the adult). A well-crafted environment is rich with learning potential. Some of the key components that we strive for are:
-Visual aesthetic and classroom environment that communicate safety, beauty, love of nature, self-discovery and learning, community, family, respect for self, community, and the world (natural, animal, and human), routines, and reminders about expectations and transitions.
- Dynamic classroom areas that offer space for social engagement and play and acting out imaginative/experienced narratives as well as space for solitary or small group explorations.
- Provocations (natural, handmade, or store-bought) and ‘loose parts’ that inspire inquiry, artistic exploration, replication, mathematical and scientific investigation, and tool use. Provocations often are paired with tools that help a child engage with and investigate materials (balance scales, measuring tools, books, tweezers, containers for sorting, magnifying lenses, etc.).
- Literacy and language exposure such as the printed word embedded in the classroom, books (non-fiction, fiction, and child-made/teacher-made), writing/drawing/painting tools, paper, props for story-telling and dramatic play, word exploration and games.
- Sensorimotor considerations by offering multi-sensory materials, space for quiet and dark as well as “high impact” movement, opportunities for gross motor, fine motor, vestibular (spinning, swinging, sliding), and proprioceptive (jumping, falling, crawling) development.
- Materials to support mathematical sense such as exposure to numerals within the environment, materials for quantifying, categorizing, making patterns, weighing, developing spatial awareness, knowledge of shapes and positionality.
Our goal is to create a community and an environment that will help children grow and develop into joyful, curious, and secure individuals who are able to interact positively with the people and world around them.
History
The Strafford Creative Preschool began in 1977 as a cooperative nursery school in Strafford, Vermont. It was started by a group of parents that wanted to create new opportunities for their children. In 2002, the Creative Preschool moved to the lower level of the Rosa B. Tyson Gymnasium, where it remains today. The Tyson Gym is owned by the Newton School (Strafford’s public elementary and middle school). The Newton School’s Physical Education classes are held in the gym above preschool. Even before the Strafford Creative Preschool became a private preschool partner through Vermont’s Universal Prekindergarten program (Act 166), we worked closely with the Newton School, especially in familiarizing up-and-coming kindergarten students with the school space, teachers, and administrators. In these ways, the Preschool has both a close physical and functional relationship with the Newton School.
The Creative Nursery was developed in 2024 to offer quality care to children ages six weeks until they are able to enroll in Preschool. The Creative Nursery was established to help provide much needed care for the youngest members of the community. This program began operating from the Parish Hall of the United Church of Strafford in the Upper Village. The Parish Hall was built in 1976 as an extension of the main congregation of the Church. The Parish Hall had formerly housed the Strafford Creative Preschool in its early years, before the Preschool moved to the lower level of the Rosa B. Tyson Gymnasium.
