A day at Our School begins with children arriving with an array of backpacks, suitcases on rollers and sacks containing any number of "essentials" ranging from extra clothing and returned Our School library books to precious stuffed animals and "treasures". There are no lockers, only hooks; this helps children learn to trust each other.

The transition to Our School, as to any milieu, is important and can never be hurried for children. Some children have difficulties because brains switch to new times, events and contexts. Observing those transitions at Our School is imperative. This now allows clues to manifest themselves in order that appropriate intervention may occur between child and teacher.

Robert also hangs up his coat then finds "his" truck and loads a train engine on the flatbed driving around the school, mapping out material, children, space and adults before he begins his play in earnest.

Samantha is enamored with horses and takes care of her "family" by constructing "a beautiful fence for them." Samantha designs a small pattern "for the baby horses" and a larger pattern for the "Mommy and Daddy.

Professional intervention takes many forms, its appearance can be subtle, definite or any dimension in between. At Our School professional intervention is always a reflective and retrospective process. Early childhood theories, subject matter, the experience of over 30 years, current information on each child, the consideration of daily variables, encompassing the past current events of a child's life comprise the decision to interact with a child or a group of children in a particular manner. A decision to "slow down" children's observation of playdough is made as the teacher observes that the "playdough tools" are not being used to initially explore properties. The human hand explores and sculpts and a tool explores and sculpts as well. The simple but calculated act of stretching the playdough with a child and the teacher observing then commenting that another child has "stretched" the playdough with her tool stimulates children for the next 35 minutes to stretch, fold and stretch, twist and stretch while observing the strength and elasticity of playdough and the appropriate tools to ues to enhance strength and to shape a bas relief into which designs are formed.

For instance, the weather…an earthworm found on the way to school…construction equipment passed by the carpool…a disrupted night due to nightmares; each may change or all may change curriculum plans quickly. We favor flexibility and interven to underscore exploration.

Role play is an important aspect of a child's development and is certainly encouraged at Our School. Role play can occur on a large or small scale. It is, at times, an interactive social undertaking and at other times a singular activity. Tasha prepares a "lunch" classifying large and small cups for her guests and eventually preparing a menu with ingredients illustrated and written onto a large mural. She then mails a myriad of invitations to celebrate the banquet.

Parents co-op at Our School - including fathers. Co-opers demonstrate to all children the importance of the child's education by their presence in the classroom. John supports Nevin's exploration by undertaking an "interest" of his own. John observes Nevin's technique and by simply being a "mirror" becomes a model to Nevin. Sometimes a gentle hand on Nevin's wrist allows Nevin to wipe off excess glue from the brush before applying glue to a collage piece or helps apply the necessary pressure to a collage piece in order for the material to adhere properly to the surface. This satiates and increases Nevin's exploration and competence in design and creativity.

Social interactions do not develop in a vacuum. Children explore social relationships at Our School as they interact with material and the environment. As the play of children matures, much discussion takes place among children about what, when, and how events happen or get organized. Children want to dance just prior to pick-up at Our School. The staff evaluates the interest of children and elongates the day to accommodate the interest. The children are offered a sample of Leo Delibes ballet Coppelia from the music library. The introduction to the Prelude & Mazurka produces a selection that offers anticipation and rhythm. The children readily accept.

Dress-up clothing are garnered from the house area to wear for the performance. Children take a risk at moving their bodies in space and choreographing their movement with rhythm within the melodic lines of Coppelia. Boys take a risk at "dancing classical ballet" impugning the cultural bias of sport orientation for males. Girls diffuse their prejudice of "only girls dance". The "rehearsal" spills over into a larger interest at the group time where the balance of the children in the 2-day session uses the enthusiasm of the initial group as their catalyst to participate in the dance.

In the meantime snack is being prepared. Snack tables are being set by the children and adorned with "decorations" usually their own undertakings of collage, woodwork, watercolors and even playdough. Then, it is off to group.

The group time allows children to participate with one another at the same time. While sitting in close proximity to one another and interacting with one another, the group time encourages children to take risks, have patience, to "de-center", develop flexibility and openness towards ideas all representing quite an array of social themes for a child. This requires time and patience on the part of Our School staff to allow children to be a part of the group time at their own "tempo".

The group time can be comprised of a traditional game, a game created by Our School staff, impromptu music or dance and, certainly, conversation on a myriad of topics. Conversations range from the concerns of very young children regarding the arrival of their family at the end of a session to theories on birth, the movement of clouds, the evolution of volcanoes and even where people go when they die. The staff are facilitators, allowing children to discuss such topics according to their own perceptions and understanding.

From arriving at Our School, to making a transition, to choosing materials set out, to continuing with material, to interacting with children and adults, children now pick up material at the end of a session. Our School staff assesses what material remains in the classroom as interests are designated "in progress" while the balance of material is reorganized and put back on the shelves with the help of children.

As a child's physiology requires their day in the Our School curriculum to eventually and gradually slow down before going home, children will rest a few minutes. The children then can arrive at snack relaxed. Children catch pillows and lie down to music by Pete Seeger, Mozart, baroque Spanish composers of guitar music and songs by Woody Guthrie, to name only a few.

Snack is a social experience where food is carefully prepared and appetizingly displayed. Children learn to exchange ideas and take risks at trying new food or, with food prepared in ways children are unaccustomed to.

Before children leave Our School, often the children return to group and a story is read. Stories are not just for listening. Children are active participants in the content and development of the story, and are encouraged to make comments. Thus a story is not just reading words. It is about relating to common, uncommon and imaginary experiences. It is also about enriching language and one's imagination. The children also play outside on the unique Our School playground. The playground changes location and structure according to the season and the physical development of children at Our School.

Our School staff will assess the weather, the involvement of children in the curriculum and the current status of the children's physical development to determine if it is most appropriate for the children to be using the playground early in the curriculum, during or toward the end of the school day. Also, the same observations are employed to determine how the playground is to be assembled at the beginning of each week. The previous week's use of the playground may dictate a current design identical to the previous week or a subtle change according to the previous weeks.

During late Spring and the Fall months, the outdoors is extensively used, whether it be the changing climbing structure, the sandbox, or play in the fields behind the school yard. Children will play in sand, paint, use chalk, "play" with the surface tension of bubbles, draw, stitch or weave, etc. and be encouraged to use the playground. Some children are intrigued by the challenges offered by the playground and move immediately towards the many ventures proposed by stacked cubes, ladders and bridges that connect cubes. Children climb up, over, down. Children climb through, children jump, hang. The possibilities of physical challenge are endless.

Some children need support and encouragement to enjoy the playground, and partake in the pleasures their physical accomplishments will endow upon them. For some children the playground is a necessary transition away from painting, bubbles, the sand or water before another interest is undertaken. The children, co-oping parents and Our School staff dig holes to accommodate pipelines, meandering rivers to transport boats or water to a reservoir, volcanoes, etc., in the sand area. The sand is huge in area and depth - almost 4 feet deep!! In the Spring, early Summer and Fall, the sand area accommodates all the Our School children and adults at once with ample room left over. The combination of sand and water satisfies the enterprises of children and adults. The play possibilities such as castles, mountains or volcanos, tunnels, rivers, and canyons are numerous to behold.

Field trips by car are very few. However, we are fortunate to be situated in a somewhat rural area. Therefore children have much open space to enjoy in addition to our large playground. Still children can't miss our "pumpkin" field trip in October. Pumpkins aside, they also make friendly contacts and observations about a variety of farm animals, find their way through a maze and have a snack on site!

In the spring, we all walk to the nearby fire station. The firefighters are always friendly, appropriately informative and reassuring in their roles of rescuers and protectors. Needless to say, these field trips are carefully planned for leisurely transitions and to include parents.