In
2009 Colorado adopted revised mathematical standards and curriculum in all
publicly funded education. This was further modified to reflect the
statewide implementation of common core standards (Don't worry if this
doesn't sound familiar). Many of our children will leave CGMS and head to
schools using curriculum that reflects these standards. We are confident
they will arrive well prepared.
In
the studio we are learning through an emergent process that reflects our interests, ideas and questions. Yesterday as G. played with one
of our wooden instruments he noticed a pattern of colors. His interest
prompted me to ask if he'd like to draw it, which he did. Next he chose
to represent it with collage on paper. As he worked he inspired others to
look for patterns in the studio. The Colorado Department of education identifies pattern sense as one of the mathematical expectations for kindergarteners. It gives children
a "...lens with which to understand trends and commonalities."
And as children recognize and represent mathematical relationships and
analyze change they are learning that "...the structures of algebra allow
complex ideas to be expressed succinctly." (https://www.cde.state.co.us/comath/statestandards)
Children have a natural capacity to learn when provided with an environment rich with
opportunities for discovery and exploration. They also readily share their learning with one
another. This emergent process preserves a child's right to wonder, curiosity, big questions, appropriate challenges and internal
motivation.
Here
at CGMS we embrace the philosophies of Montessori and Reggio Emilia.
In so doing we support BOTH emergent learning and a skill-based curriculum with
concrete strategies for learning about the world. We feel that the
combination of these philosophies provides a rich and meaningful early learning
environment, respecting each child's right to wonder while providing them proven methods, tools and curriculum to deepen their
thinking, abilities and learning.
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