"Learning is experience. Everything else is just information."
-Albert Einstein

The philosophy of Natural Learning School is based on the Reggio Emilia approach to education. Reggio Emilia is rooted in the belief that children, no matter their age, are natural learners. When given the proper supportive environment that encourages pursuit of their own interests, they will:

• Begin to seek knowledge independently.
• Become more open to learning about any and all subjects.
• Acquire greater interpersonal skills through effective communication by negotiation, respecting differences, and peer collaboration.

And perhaps most important of all. . .

• Self-realization and exploration of their personality—who they are, what interests them, nurturing of their natural talents and aptitudes.

The Natural Learning School's unique philosophy recognizes the benefits of providing a complete educational experience. We respect the student as a whole person, fostering continuous positive development of their unique social, cognitive, emotional, physical and creative strengths. Healthy human development is one of the most important facets of our approach.

Our learning environment provides the perfect atmosphere to explore values, make personal choices, learn to group problem solve, develop ideas and explore information through personal interaction and an array of media.
We achieve these ideals by building an administrative and classroom structure designed to accommodate the many levels on which students learn. We provide an excellent student to teacher ratio. Our commitment to maintaining qualified, intelligent, and enthusiastic staff means no question is left unexplored. In this way we are allowed to provoke inquiry, and engage in long-term projects. Our teachers strive for a meaningful integration of basic skills, with the guideline of respect for each child’s style and pace for learning.

Here are some of the unique elements of the Natural Learning School experience:

Multi-age classroom

Studies have shown that teaching students of different ages within one classroom has social and academic advantages. It creates a non-competitive, understanding environment where children learn tolerance and appreciation for others. We believe that the relationships between students and their teachers, as well as among a group of students, are at the heart of learning. Our students have the benefit of working with their teachers and peers for more than one year. Teachers come to know their students very well and each classroom becomes a true community. As families more and more opt for having only one child, the multiage classroom becomes the perfect place for children to enjoy a family like environment with older and younger “siblings”.

Child-centered Curriculum
Our curriculum is child-centered, in that students' interests and curiosity play a critical role in our focus. Teachers collaborate and design lesson plans based on what children are interested in. Making sure to cover all disciplines in the course of their exploration, from math to science to music, art, drama and language, we teach children to explore topics in greater detail and better equip them to become life-long learners who enjoy the educational process. This fluidity helps students see relationships that traditional teaching styles may miss.

Family Involvement
We encourage parents to be an integrated part of their child's education. Aside from the usual school needs for parents to drive and chaperone on field trips, we love it when parents and friends share their talents and hobbies with us! Natural Learning School also designs and participates in many community projects.

Community as a Classroom
Taking full advantage of the riches of our neighborhood, we develop planned and spontaneous excursions. Developing internships and partnerships with area artistic, cultural, and business organizations helps our students respect the experiences of others.

Environmentally Conscious Actions
Though out our day we model and encourage the children to make environmental conscious decisions. With practices like organic gardening, composting, recycling, use of natural cleaning materials, natural pest control, organic snacks and green building we hope to make a positive impact on our environment and in our students lives.

Principles of Reggio Emilia

Emergent Curriculum

An emergent curriculum is one that builds upon the interests of children. Topics for study are captured from the talk of children, through community or family events, as well as the known interests of children (puddles, shadow, dinosaurs, etc.). Team planning is an essential component of the emergent curriculum. Teachers work together to formulate hypotheses about the possible directions of a project, the materials needed, and possible parent and/or community support and involvement.

Project Work

Projects, also emergent, are in-depth studies of concepts, ideas, and interests which arise within the group. Considered as an adventure, projects may last one week or could continue throughout the school year. Throughout a project, teachers help children make decisions about the direction of study, the ways in which the group will research the topic, the representational medium that will demonstrate and showcase the topic and the selection of materials needed to represent the work.

Representational Development

Consistent with Howard Gardner's notion of schooling for multiple intelligences, the Reggio Emilia approach calls for the integration of the graphic arts as tools for cognitive, linguistic, and social development. Presentation of concepts and hypotheses in multiple forms of representation -- print, art, construction, drama, music, puppetry, and shadow play -- are viewed as essential to children's understanding of experience.

Collaboration

Collaborative group work, both large and small, is considered valuable and necessary to advance cognitive development. Children are encouraged to dialogue, critique, compare, negotiate, hypothesize, and problem solve through group work. Within the Reggio Emilia approach multiple perspectives promote both a sense of group membership and the uniqueness of self.

Teachers as Researchers

The teacher's role within the Reggio Emilia approach is complex. Working as co-teachers, the role of the teacher is first and foremost to be that of a learner alongside the children. The teacher is a teacher-researcher, a resource and guide as she/he lends expertise to children. Within such a teacher-researcher role, educators carefully listen, observe, and document children's work and the growth of community in their classroom and are to provoke, co-construct, and stimulate thinking, and children's collaboration with peers. Teachers are committed to reflection about their own teaching and learning.

Documentation

Similar to the portfolio approach, documentation of children's work in progress is viewed as an important tool in the learning process for children, teachers, and parents. Pictures of children engaged in experiences, their words as they discuss what they are doing, feeling and thinking, and the children's interpretation of experience through the visual media are displayed as a graphic presentation of the dynamics of learning.

Environment

Within the Reggio Emilia schools, great attention is given to the look and feel of the classroom. Environment is considered the "third teacher." Teachers carefully organize space for small and large group projects and small intimate spaces for one, two or three children. Documentation of children's work, plants, and collections that children have made from former outings are displayed both at the children's and adult eye level. Common space available to all children in the school includes dramatic play areas and work tables for children from different classrooms to come together.

Features of The Reggio Emilia Approach Teacher’s Role:

Projects:

Media: