Frequently Asked Questions about Newtowne and about Choosing a Preschool

What is special about a cooperative preschool?

• The most important fact about a cooperative preschool is the primary value placed on the connection between home and school. The cooperative model enables parents and teachers to work in a true partnership to understand and support the child. This is usually a parent's best opportunity for such transparency and collaboration in a child's educational experience. By participating in your child's first school experience in such a hands-on way, you get to see up close how your child feels, thinks, and plays in a community beyond home.
• Cooperative preschools provide another major benefit: the presence of an additional caring adult in the classroom each day enables us to provide a richer and more responsive curriculum than would be possible in a classroom without daily parent support. We believe the presence of these additional helping hands really makes a huge difference in the pedagogy we can offer, such as frequent field trips and small group project work.
• As a member of a cooperative preschool, you can learn about early childhood education and child development in a potentially more meaningful way than is possible in a traditional preschool. You also have the opportunity to participate in shaping the policies and practices of the school. For some parents, this is as rewarding as the experience of being a parent helper in the classroom.

Why should I choose Newtowne? What distinguishes the school?

• The first thing you will notice about Newtowne is a deep sense of engagement. Everything about our school - the curriculum, the physical spaces, and the relationships - reflects a deep and joyful engagement with young children.
• Throughout our 40-year history, Newtowne has always been a responsive and flexible place, open to innovations in early childhood education and to the evolving needs of its community. Newtowne's EEC-licensed teachers have a depth of education and experience that far exceeds that found in many preschool settings. But just as important, Newtowne teachers have a rare commitment to reflective teaching practices, collaboration, and lifelong learning. Each year, we also welcome student teachers whose perspectives and energy keep us growing.
• Our location in a historic, vibrant neighborhood adds to the richness of the Newtowne experience. Our children have many opportunities to engage, in a gentle and playful way, with the wider world. We are a responsive and flexible place but we are also committed to our traditions: the winter sing; the spring fair; our annual picnic; and many other traditions contribute to a shared sense of history and love of the school. This year, we welcomed our first alumna parent!

Can you describe the classroom spaces and physical environment?

• At Newtowne, we believe that the physical environment is a teacher: the organization of space affects children's learning and mood. Our classrooms are bright, inviting, and carefully organized to promote inquiry and emotional connection. They are also spacious and thus enable children to move around freely with less chaos or potential conflict than in a small room.
• At Newtowne, you will see play spaces at different levels, heights, and angles; indoor structures for gross motor play; quiet areas for children to be reflective or work in small groups; cozy corners, lofts, and crawl spaces; and an array of open-ended materials that engage all five senses. Our classroom environments adapt to the evolving needs and interests of the children. A loft might become a grocery store, a doctor's office, or a raccoon den. The use of space varies, of course, by developmental stage: the dramatic play area for four and five year olds might be an airplane or a restaurant; in the two year old class, it might be a simpler space with mirrors and sensory objects.
• We have a wonderful indoor playroom with gymnastics equipment, climbing structures, a housekeeping corner, and a large space to ride bikes. This indoor gym is popular for year-round gross motor play but is especially valuable to us in the winter months. Children also meet in small groups in common areas such as our all-school studio and library.
• We like to think of the classroom space as a canvas for children's imaginations. For that reason, you will see a beautiful but neutral palette waiting to be filled with the children's creations. We like to use natural materials as much as we can. You will notice an absence of plastic furniture and an abundance of plants, wood toys and manipulatives, and natural elements such as sand, water, and clay. You will also see children caring for much-cherished classroom pets.

I'd like to be part of a co-op but I'm worried I don't have the time or the temperament for such a commitment.

• Being part of a cooperative preschool represents a commitment of time and energy that is not for everyone; however, many parents find it to be one of the most worthwhile experiences they have ever had.
• The cooperative preschool model depends on parents' active participation in the life of the school. Everyone must fulfill basic requirements of time and energy and, as members of a cooperative, parents are expected to understand and support our educational philosophy. One of the advantages of a cooperative is its flexibility: if a problem or need arises, the cooperative can take immediate action. But this responsiveness requires a commitment from all parents.
• Many parents find that they understand their child on a deeper level through observing their child at play and through connecting with other families. Parents also gain confidence and support from being part of a cooperative. Newtowne parents often make lifelong friendships with the parents of their child's friends. Being part of a close-knit and nurturing community means that many of the school's required commitments become a source of social connection and fun for parents.

I like the idea of a play-based program but am worried my child won't be ready for kindergarten.

• We have unequivocal evidence from educators, developmental psychologists, pediatricians, and neurologists that a play-based curriculum is the best possible preparation for a child's transition to school. Unfortunately, there is a widespread misconception that there is a tradeoff between cognitive and social development. This is not so! Play enhances cognition, as well as social-emotional development, because it engages all areas of the brain. A curriculum that focuses on isolated skills, by contrast, is much less able to engage multiple brain pathways. Play is essential for preschoolers for two main reasons:
• First, play strengthens pre-academic skills, including number sense, spatial awareness, vocabulary, memory, attention, comprehension, and fine and gross motor skills. Even more important, play promotes critical thinking skills that are essential for school success. A child pretending to be a Chef in a restaurant - sounding out the beginning consonants of favorite foods and writing them on a pretend menu -- is engaging in more sophisticated literacy work than a child pointing to consonants in a book. A child who cooks applesauce with a group of friends is learning more about fractions, number sense, and volume than a preschooler who is learning rote number operations out of context. This is not only because play-acting and cooking engage multiple pathways in the brain but also because children tend to retain knowledge about things that are personally meaningful.
• A play-based curriculum is also valuable because it promotes what we call "emotional readiness" - the social skills that are correlated with academic success. One of the best predictors of school "readiness" is the ability to control impulses. Play-based schools give children a lot of experience with impulse control. They learn, through play, to take turns; observe and listen; negotiate; solve problems; think flexibly; respect the views of others; delay gratification; and work toward common goals.

What class would my child attend at Newtowne?

• We have four classrooms at Newtowne: Orange Sea Stars (for toddlers from 2.0-2.9); Purple Fish (2.9-3.5); Blue Otters (3-4s) and Green Dragonflies (4-5s). Classrooms are composed primarily by age, with some attention to factors such as gender and developmental stage of each child. There are a number of potential trajectories through the school, depending on the age of a child at admission and the balance of ages throughout the school. The school composition changes each year as families come and go.
• Classrooms are designed for optimal flexibility so that each child can experience a full year of growth and nurturing. Our teaching philosophy allows us to provide an environment that is responsive to individual, and evolving, needs regardless of class placement. As children move through the school, they gain increasing familiarity with working in small groups; learning to make choices; being part of a community; and discovering personal interests and strengths. They also learn to make compromises and to welcome change.
• We ask parents to make a commitment to Newtowne School, not to specific classrooms. Although we welcome parent input about class choice, final enrollment decisions are made by the director, enrollment manager, and teaching faculty.

I keep hearing about "Emergent Curriculum" but I don't know what that means.

• Emergent Curriculum describes a teaching environment where the interests, abilities, and backgrounds of children are reflected in the life of the school. We believe that children have powerful ideas; our curriculum emerges from their unique perspectives.
• If a child is interested in squirrels, for example, we might offer a collection of twigs and acorns, gathered from a class nature walk, and assist the children in exploring them. We would help the child find books on squirrels or build a big nest out of blocks or act out a play about squirrels or make squirrel masks. We try to give children experiences that have meaning and authenticity. For that reason, we wouldn't require each child in the class --even the ones not interested in, or afraid of, squirrels!-- to make a specific "squirrel craft" designed and pre-assembled by the teacher.
• Our classrooms are carefully prepared to create inquiry and connection. Part of that preparation involves listening to each child so that our decisions - such as the decision to read a particular book or the decision to introduce a new kind of building block or even a decision about when to go outside - are informed by our observations of the children's needs and questions, rather than a teacher's whims or a rigid schedule. Our curriculum is always responsive to the developmental stage and curiosities of the child. This is a key difference between our educational philosophy and programs where the curriculum is set in advance entirely by the teacher.
• Of course, not all our curriculum is "emergent"; teachers (and parents) often introduce explorations that reflect their own interests and skills. We strive for a balance of activities that reflect our community.

What is the difference between a childcare (day care) center and a preschool?

• Childcare centers are generally designed with a dual purpose: to meet the scheduling needs of parents, as well as the developmental needs of children. Children often attend such programs year-round and for longer hours each day with different staff caring for the child at different points. Children's schedules can change month-to-month or even weekly.
• A preschool, on the other hand, usually follows the academic calendar of local elementary schools. The children spend the day with the same teachers and children and there is less variation in their routine.
• Newtowne offers an extended day and summer program but our primary mission is to provide a stimulating and nurturing early education experience. At Newtowne, we feel this emphasis provides a stronger sense of community for parents, children, and teachers alike.
• Children see their peers and teachers on a regular schedule and feel a strong sense of consistency and connection because the whole community is united in one single purpose: to meet the developmental needs of the child.

What kind of time commitment do I need to make?

• Parent helping is the cornerstone of the cooperative experience for most parents. We ask you to bring a group snack and assist in the classroom for one morning approximately every three weeks. As parent helper, we ask that you become familiar with and support our educational philosophy and teaching practices. Parents are not merely observers or snack providers; they are key partners in the teaching team.
• In addition, we ask one parent to participate in two workdays each year and each parent to assume responsibility for a parent job. On average, the job might take 3-4 hours per month: some jobs are less time-consuming, others more. But we match your interests and abilities to the job.
• In addition to the "nuts and bolts" commitment, we also expect a commitment to participate in the life of the school by attending our family picnic, all-school orientation night, spring fair, and other events throughout the year. These are often popular and joyful occasions for parents.

I noticed the classes are composed primarily by age. Do the children get a chance to play and work together in multi-age groups?

• We like to think of Newtowne as an extended family. Newtowne classes interact on the playground, in small groups, in the Studio, during Extended Day, and on field trips, library sessions, and other experiences.
• We believe that children benefit from being part of a mixed age community and experiencing life as a younger or older child at the school. Older children develop empathy from slowing down and caring for a smaller person. Young children learn important skills from watching their more grown-up peers.
• We are committed to creative ways to create community within and outside the classroom.

I am a single parent. I don't know how I will fit into a parent cooperative school.

• We welcome all parents and all family structures and have seen many single parents manage the parent helping commitment. Newtowne is a warm and resourceful community where most parents make close friendships and gain support for their personal circumstances. Parents often arrange babysitting swaps and play-dates. They also trade parent-helping days when scheduling conflicts arise.
• Newtowne offers early drop-off and extended day options, as well as a summer program.

I'm not sure my child is ready for preschool. What factors should we consider?

• The decision to send a child to preschool is a personal one, influenced by factors such as developmental readiness, birth order, parents' needs, and family routine. We are committed to a gentle and unhurried first school experience for each child, whether he or she begins in our Two-year-old class or later.
• There is no single 'readiness' moment or set of criteria. Some children are ready for preschool when they are still in diapers and learning to talk; others need the security of being more independent before becoming part of a group. Our three-day option in the Orange Sea Star and Purple Fish classes provides flexibility for children who may not be quite ready for a full five-day week but are ready for a first school experience.

I don't think I have any special skills. What kind of parent job could I have?

• There is a job for everyone! Many jobs are shared among two or three people and we work very hard to match parents to a job that will be meaningful and manageable. Parents share their skills in carpentry, law, accounting, cooking, gardening, sewing, education, writing, arts, and health.
• Some parents serve on our board while others choose lower-profile positions or jobs that don't require pre-existing skills. If you can pour coffee, paint a sign, sing a song, edit a newsletter, help build a loft, or welcome new families, we have a job for you.
• Some parents provide curriculum support and communication with teachers and other parents; others opt for manual labor such as painting. Newtowne welcomes everyone on equal terms; each year our community reveals new gifts and talents.

What is a Reggio-inspired preschool?

• Our Newtowne educational philosophy is eclectic and draws on the best practices of many early childhood theories.
• The thread that connects our teaching is the concept of "constructivism" - the belief that children are not empty vessels waiting to be filled with adult-given knowledge but are, rather, constructors of their own understandings and experience. The teacher's role in such an environment is to facilitate, guide, observe, support, and inspire children.
• This sense of constructivism can be found in a number of early childhood settings, including the renowned municipal preschools of Reggio Emilia, Italy. Reggio schools are characterized by a deep engagement with the child at every level: the design of space; the pacing and schedule of the child's day; the availability of high quality, mesmerizing materials; and, above all, the quality of a child's relationships.
• Cooperative preschools offer a near-perfect fit for the principles of Reggio Emilia: the presence of parents in the classrooms allows us to "go deep" with children and respond more fully to their interests and needs. All Newtowne teachers are committed to "Reggio-inspired" teaching practices. In addition to our in-house trainings, some of our teachers have studied Reggio principles at the graduate level and one of our teachers even took a study tour to Reggio last year. We welcome parents' involvement in our journey of teaching in the "Reggio Way."

Tell me more about the arts program at Newtowne.

• We support children's self-expression through a richly varied expressive arts program involving an almost endless array of media such as collage, woodworking, painting, dramatic play, music, storytelling, drawing, puppetry, observational drawing, and sculpture.
• We refer to these varied expressive arts as the "hundred languages of children".
• Children are given time to observe, reflect, and question. They are not rushed through projects. Our all-school Studio provides a dynamic place for artistic expression (see below).

What is the all-school "Studio"? Is that simply an Art Room?

• The Newtowne studio is an always-evolving space that both reflects and inspires children's imaginations.
• More than an "art room," we think of the Studio as a laboratory for ideas. In a traditional art room, the goal is for the child to make a specific product - for example, a pumpkin craft because it's Halloween. In the studio, on the other hand, children come to explore their ideas, collaboratively and alone, without preconceived expectations about what they will make or bring home. At Newtowne, we believe that the process is more important than the product.
• We have a gifted and energetic full-time Studio Teacher who works with children in small groups to help support their artistic expression. Our Studio Teacher also spends time observing and talking with children in their classrooms. By observing the children at play and engaging them in meaningful discussion, she helps to facilitate project work that often becomes elaborate and open-ended. At Newtowne, each classroom also has its own mini-studio with developmentally appropriate materials.
• The children contribute to the organization and use of the studio spaces by bringing in recyclables, categorizing materials, practicing art techniques, and, of course, by making beautiful, unique creations!

How do you handle confidentiality in a cooperative school where parents are in the classroom?

• Teachers are extremely careful to respect confidentiality and we ask parents to respect these boundaries, too.
• We often remind parents that they are only seeing a snapshot of the classroom when they come to parent-help. What they see on a particular day may have a context that is known by the teachers but not to the parent helper. We find this reminder is helpful for parents because children's development is not linear. All children have good days and bad days; they take three leaps forward and a couple backward.
• We work hard to create an atmosphere of trust, respect, and compassion for all children. We emphasize that Newtowne is a pre-school; children are not expected or required to be perfect or to conform to a particular style of learning. When parents do notice something concerning, either in their own child or in another child, we have clear guidelines for responding in a respectful, confidential, and supportive manner depending on the scenario. Part of our commitment to the cooperative is a commitment to everyone's child.

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