Philosophy and curriculum
The preschool environment evolves as children’s ideas are accepted and explored in our discovery-based curriculum. Children delight in exploration, problem-solving, risk taking, investigation and humor as they learn. The Twinkie Tunes Preschool nurtures cooperation, caring, action, intellect, knowledge and inherent motivation.
Preucil Preschool offers 2-day (T, Th), 3-day (M, W, F) and 5-day (M,T, W, Th, F) classes. The preschool
meets in a two-classroom setting with an accessible art room between the two classrooms. Class sizes
number between 16 and 18. Each class has a lead teacher and an aide. In addition, children are free to
work in the art room, staffed by the art teacher/preschool director, during any unscheduled times. The
academic session meets from after Labor Day to the end of May. A seven-week summer session begins in
Mid-June.
General Daily Schedule
8:45 Morning begins…
Free choice from a variety of activities such as painting, drawing, block play, clay, cooking, number
games, dramatic play, woodworking, water play and science experiments.
9:45 Clean-up, wash hands.
10:00 All group meeting.
10:15 Music, small group play and snack.
11:15 Outdoors play.
12:00 Wash hands, group time, story or puppet show.
12:15 Lunch (Children bring their own.)
12:45 Parents arrive. Day ends.
An extended day to 2:45 is offered on Monday, Tuesday Wednesday, and Friday. Children register for all
four days or if space allows, children may register for one, two, or three of the days; for example, all
Mondays or all Mondays and Fridays. Drop-in spots for children who stay only occasionally may be
available on a daily sign-up basis.
Admission Policy
The Preucil School of Music is a non-discriminatory, non-profit organization and a member of the National
Guild of Community Schools of the Arts. Any child between the ages of three and five who is toilet
trained is eligible to enroll in the Preucil School of Music Preschool.
Children are accepted for enrollment through the preschool waiting list placement policy, which is consistent with the standard waiting list procedure for the school. Parents interested in enrolling their children are encouraged to fill out a waiting list form. A nonrefundable, nontransferable $40 fee is required to place your child on the waiting list.
Philosophy
We believe children are human beings worthy of respect. It is our goal to help each child learn as much
as they can in all areas of human experience as it fosters cooperation, caring, action, intellect,
knowledge and inherent motivation.
Eleanor Duckworth, teaching fellow at Harvard who authored an excellent book The Having of Wonderful
Ideas, writes, “When I speak of ‘teaching,’ I do not necessarily mean school teaching. By
‘teacher’ I mean someone who engages learners, who seeks to involve each person wholly – mind,
sense of self, sense of humor, range of interests, interactions with other people – in learning.”
As the children learn, we, as teachers, learn too. Teaching is about being "curious" about the concerns of children, their thoughts, fears, dreams and plans. It is trying to imagine the world through the eye of a four year old to help them make sense of experiences. Good teaching wonders, "How does an idea lead to a new question?" It is about what is meaningful work for a child. It is not searching for a right answer. A right answer is a dead end.
Curriculum
The preschool environment is ever evolving as children's ideas are explored in our in-depth project
approach curriculum. The preschool curriculum begins by listening to what the children wonder about.
Because children's curiosities are considered in the selection process, the project is developmentally
appropriate. The investigation happens individually, in small groups or as a class. There are a variety
of instructional approaches: storytelling, drawing, painting, guest speakers, fieldtrips, discussion.
Multiple ways to explore a topic provide children with diverse backgrounds or abilities easy equal
opportunity to participate. The project approach enhances a child's feelings of competence, belonging,
and being a contributor to the class. Every child brings their own experiences to school so all responses
are valuable with levels of participation not determined by age.
The arts are a vital aspect of our curriculum, recognizing the crucial need for children to be able to
express their ideas in multiple ways. The arts support problem solving, reflection, personal expression
and community. When children have an opportunity to express their own ideas, they invent their own
challenges, learn to consider possibilities, define themselves and express feelings. Working side by side
there is a natural sharing of symbols. This back and forth teaches empathy and promotes friendships and
community.
Orff Music Class
The Orff Schulwerk approach to teaching music was first created by German musician and educator Carl
Orff, in partnership with musician and dancer Gunild Keetman, in Munich in the 1920’s. It was highly
experiential and Orff called it “Rhythmical Education,” a combination of movement and music.
Instruments used are rhythmic and unsophisticated. Music created by students is elemental in form and
harmonic structure.
In the Orff approach, students learn musical behavior through creating, listening and performing. It is designed for all children, and is based on things children like to do, such as games, chants, rhymes, songs, poems and dances. Process is more important than product in the Orff classroom. Students are always participating in the practice of music making, learning how to use musical tools and developing musical skills. The Orff teacher involves all students in music making, in ways that are useful and productive for the entire ensemble. Each student must participate at a level that is appropriately challenging. Musical endeavors vary in the types and difficulty of musical skills needed. Due to these variations, students will take on varying roles depending on the scope of the particular activity and the strengths the student possesses at that time to contribute to the music making process.
At the preschool level, students will focus mainly on exploration of musical elements such as texture, dynamics, timbre, pitch and rhythm. Creativity will be encouraged as students develop elemental musical forms and learn how to express ideas and feelings through music. Students will create personally meaningful musical experiences using a variety of media, including Orff instruments, literature, folk music and un-pitched percussion. Through singing, chanting, moving and playing instruments, students will develop a strong foundation in rhythmic accuracy, aural skills and musical expression. Every child will benefit in the Orff Schulwerk classroom, as they begin to grow their musical identities and work as an integral member of the classroom community.
