Do all children benefit from the program at Our School?

As illustrated in the description of the school's philosophy, objectives and practice, curriculum approaches are tailored to each individual child's development and present needs. Therefore, any child can benefit from attending Our School. We recognize that it may not meet some parent's specific needs or personal philosophy.

Will the program at Our School prepare my child for Kindergarten?

When preschoolers absorb the qualities of interest and curiosity in learning, develop relevant skills for their level of maturity, acquire self-direction and responsibility for pursuing undertakings, develop positive relationships, and are able to cooperate with their peers in our setting, they are ready to adapt to the tasks and responsibilities inherent to an elementary school.

Why does Our School restrict itself to a part-time program?

As advocates of preschool children, we have assessed the stresses and benefits of a group situation for children that is not only or primarily for custodial service. Our School feels that long group situations, no matter if the setting is a loving one, is taxing to children's energy and health. In over 30 years of working with preschool children, we have found that a 3 hour period of attendance allows children time for transitions and time to engage themselves fully without undue fatigue. We are aware that many families stretch their dollars and energies to have their children attend Our School. These families recognize the effect long hours of group care can have on their children. When good custodial care is needed by parents, a caring home day care, babysitter, nanny or friend (or as it so happens in a co-op system like Our School a baby sitting exchange among families) avoids stressing young children, as these are more intimate settings. As a consequence, it is also less stressful to parents as well.

What is your approach to disciplining preschool children?

In accordance with State Human Services regulations, the discipline policy has to be visibly posted for interested prospective families. At Our School, we avoid all of the usual forms of punishment. Children are not put in "time out" somewhere. In time out, children may feel quarantined for displeasing adults. Also, they may play for the duration of the sentence and once the sentence is served the child may forget why they were being punished. We do not "sermonize" the children - they become deaf. We do not dole out rewards for good behaviors, it becomes a bargaining tool for desired material items or food. All of these external strategies relieve adults of a nuisance in the short term. They are likely to coerce good behavior out of fear of physical or emotional retributions or reinforce obedience because of attractive rewards. Time outs may increase and "deafness" becomes a habitual escape. Adults may extract from children the behaviors they desire. However, in the long run, it defeats the goal of a child integrating genuine attitudes of self control, self-discipline and care for others.

Instead of punishment, we anticipate the problems unique to preschoolers' social development and stress prevention. Teachers help children change undesirable, learned interactions by substituting positive interactions congruent to their understanding. If a conflict is not preventable, be it mild or severe, it is fully resolved according to the child's maturity and experience. The teacher becomes an intermediary until they have learned the positive skills for resolving problems on their own with arbitration, mediation or negotiation. We put a child's brain to work. The process is not hurried. Language is concrete and brief. If necessary, teachers calm things down but do not take sides. They listen, echo children's concerns without judgment, may clarify issues, and have them seek appropriate solutions. The goal is repair, healing, mutual respect, and reconciliation - lifelong skills of peaceful, equitable resolution.

Do children get overwhelmed by all the materials at the school?

Young children cannot abstractly classify materials like adults do. Our School teachers do classify, on shelves or floors, materials and supplies according to categories that makes sense to young children. It could be by shapes, colors or relationships. The organization follows the children's senses of vision and touch. For instance, blocks are organized in multiplying units - from square to rectangle, double rectangle, triple and, finally, quadruple. Art supplies are sorted and classified by mediums such as printed/plain paper/cloth, various colors and hues, metal/plastic/cardboard and even wood. Children need much variety to experiment and see relationships of colors, shapes or materials.

Why does my child only play with a particular material?

There may be a variety of reasons:

• The child is still exploring this material (and should be allowed to do so).
• The child likes to be alone or in sight of others (depending on the activity).
• It's a good vantage point for observing what other children are doing, where the teacher is, etc.
• Maybe transitions are difficult for the child.
• Self-initiation is too risky for the child.
• The child, at this point, has chosen an activity in which he or she feels secure.

All these possibilities, and others, are in the teachers' minds as they observe children. Rushing into a decision to intervene may make the child feel pressured. When an assessment is made, an interactive intervention will be tentatively chosen within the context of the child's activity (to leave the child alone, provide company, help with transition, etc.)

My child is "so shy". How will he do in this group situation?

The teachers avoid using the word "shy" to describe a child because it implies that there is something defective about a child who is cautious or retiring. A child may be reserved by nature. Cautious children are often very good observers, as it takes them time to initiate contact. Most importantly, children who hear this label often enough may fulfill it so that they become automatically cautious or retiring, especially if they feel pressured to be engaged. This situation is observed and handled by the teachers in the manner described in the previous question.

I think I have a "hyper" child. How is he going to fit in?

We have to be very discriminate about a child who is by birth "ADHD" and a child who is very active.

• Children come in a variety of activity levels.
• Most need to have a high level of physical activity
• Some have a slower tempo of physical development and they still need to integrate their different senses so that environmental distractions do not detract them from attending to their present interest.
• Some are too rushed by adult environments and schedules.
• Some are exposed to a diet of sitting in front of a TV/video/computer ( instead of playing outside) which can lead to a delayed reaction in which their movements become erratic or aggressive.

Our teachers get information from parents about a child's routine, transitions and types of activities. Then they observe the child's physical movement, interactions with obstacles in space, running, climbing, and balance in a variety of situations and assess with parents what is the norm for that child in terms of child development guidelines. Often, it is a matter of environmental experience and stage of development that leads to the child being labeled as "hyper". When it seems to be beyond environmental and developmental influences, we advise that the child needs to be diagnosed by outside experts.

What if my child refuses to come to school?

A preschooler would have difficulty expressing why he may not want to attend school. They are reactive. They cannot reflect much and cannot analyze. Before you register your child in any setting, you have to have visited at least a full session. Parents must have their questions answered fully so that they know it is not a neglecting, abusing environment but one that respects children's individuality and needs. If these are not a concern, then the teachers will help you and your child with the usual issues

• Separation (which can come and go).
• Difficulty after an absence.
• Overcoming a social obstacle at school.
• A change in routine outside of school (visitors, sickness, new baby, going to bed late etc).
• Coming down with an illness.

If the child's health is fine, the child needs to come. Do not pressure the child about eating breakfast or getting dressed. Hurrying children before a session will only make parents and children tense. However, you may want to inform the teachers and they will help if needed.

Beside contact hours during the sessions, how do the teacher-directors prepare and what are their responsibilities?

Teacher-directors are also members of this cooperative. Their professional work is renumerated, but they also volunteer as members of the cooperative. Their responsibilities include:

• Planning and setting up for every session.
• Daily review of sessions and assessments of each child.
• Helping the co-oping parent in cleaning after each session.
• Answering phone inquires after each session.
• Planning, preparing and giving workshop/seminars and class session meeting.
• Keeping up with studies and research relating to child development and related matters.
• Preparing and giving parents' conferences about their children.
• Going to home visits for new children.
• Advising parents on an as needed basis
• Administrative work (forms, finances, library, purchases, etc.).
• Serving on the Executive and Board of Directors.
• Serving on our fundraising committees.
• Attending school socials.

What is required and what is optional for families in this cooperative?

For good daily functioning of the school, the preservation of our school's programs and its financial stability, we have some basic requirements, as well as opportunities to volunteer your interest and talents in administrative or upkeep areas.

REQUIRED:

• Serving in the session your child is attending when scheduled (about once a month).
• Helping on our August Workday (3 hours per family).
• Participating in your child's spring conference.
• Participating in our single fundraiser by attending the kick-off party, joining a committee, selling raffle and event tickets, and attending and enjoying the event.

OPTIONAL:

• Volunteer on the Board of Directors as an elected or appointed school official.
• Volunteer on a limited basis to clean, weed or make repairs to the schoolyard.
• Search for free or low cost resources for the program as needed and identified by the teachers.
• Encourage prospective families to attend an Open House and/or visit a session.