Half Day Philosophy
When thinking about how to educate young children, it makes sense to keep in mind the characteristics we value.
The foundation for reading comprehension and for becoming a lifelong reader is not rote learning, but rather experience with the richness of language and literature.
We want children to be active: creating, building, exploring.
When you enter the half-day classroom at Paideia, you will see teachers talking with children individually and in small groups. Children’s language develops when they have chances to talk and to be part of extended conversations.
“Play is a central component in children’s mental growth. Play helps children make meaning in their world, it helps them learn about themselves, and [just as important], it helps them to learn how to get along with others.”
Roberta Michnick-Golinkoff, Kathy Hirsh-Pasek and Diane Eyer, Einstein Never Used Flashcards: How Our Children Really Learn—and Why They Need to Play More and Memorize Less
Imaginative play is a precious commodity.
Childhood play is the foundation upon which long-term learning is based. When children participate in imaginative play, they are engaged physically, mentally, and emotionally. They use language, make and sustain social connections, and they try out their own ideas and elaborate on them.
The landscape of parts of the block room is transformed every day as spaces and characters are re-invented in a magical transformation limited only by the boundaries of imagination.
A basic ground rule of playing together is that when someone asks to join in, the answer is an unequivocal “yes.”
Teachers not only encourage dramatic play, they join children in it.