By Shelby Johnson '02
The academic year at the Children's School begins with predictable precision. A week before the children arrive, teachers are preparing classrooms in each of the four cottages on campus. Bulletin boards get a freshening-up with paper leaves and apple cut-outs; alphabet borders are hoisted; cubbies are cleared; and bins stuffed with crayons, markers, pencils, paints and other essentials are sorted, counted and set within reach.
It's only after the necessary preparations are finished—and children file through the doors—that it becomes clear that "predictability" is not a word to describe the Children's School. Maybe it's the cottages themselves, or the barren stone creek and water pump outside for summer play—but there is something magical, almost fairy-tale-like, about the Children's School.
Creativity is definitely a specialty, and that's true of life inside the classroom as well as on the playground. At first glance, the room in which director Janet Dreyer teaches her first- and second-graders bears little resemblance to a typical classroom. Two large round tables stand where one would expect to see desks. A rack of colorful children's books sits in a corner, with no textbooks or workbooks in sight. Picasso and Winslow Homer prints surround the standard grade-school wall calendar, complete with an orange maple leaf cutout for each day. One end of the room is occupied entirely by a spacious kitchen, in which the children gather on occasion to fix a healthful snack.
"Many people who come here think that the children are just playing, but we believe that children learn through play," Dreyer explains. "Our goal as teachers is not so much to teach the children, but to create an environment which is safe, rich, and engaging, so that children learn by interacting with their environment."
The curriculum at the Children's School stresses communication and leadership—an emphasis not unrelated to CMC's. "One of the many goals that we have is to help children by empowering them with a sense of self, a sense of confidence, and the ability to use their words to communicate well," says Dreyer. That's where the creativity comes into play, too. Children in Dreyer's class may bring in something from home for a modified version of show and tell, but instead of just showing everybody the object, the child first gives classmates clues about the item—then by process of deductive reasoning—the students make their best guesses.
This sharing exercise sharpens a child's verbal and language skills and abilities to describe, process, and categorize information. The children bring with them a wide range of talents and learning styles, and unlike many private schools, the Children's School does not test or screen its applicants. Admission is on a first-come, first-served basis, although priority is given to families of CMC, and other colleges. The waiting list is long.
The resulting diversity of abilities complements the school's philosophy that learning is an experiential, individual process. "We don't have a nap time here, but if children are sleepy at any time during the day we encourage them to curl up and take a nap," Dreyer explains. "We do that even in the first and second grade classroom."
Because of its affiliation with a university consortium, the Children's School offers its young students a unique opportunity to interact with college students—an arrangement that, according to Dreyer, is beneficial for both parties involved. The older children also have regular contact with the campus through weekly play dates on the CMC lawn. The children may bring along toys or crafts "as long as they can carry them," Dreyer says, smiling.
On a recent warm morning, one boy carried a skateboard, a helmet, and protective pads, while a female classmate toted a stuffed kitty and doll dresses in a basket. But most of the children ended up foraging through grassy areas for four-leafed clovers. On these trips, CMC students help keep an eye on the children and serve lemonade and graham crackers. This year, Dreyer's student help includes Collin Tudor '05. There is an inspiring reunion behind the fact, but the crux of it is that Tudor was a student of Dreyer's back when the school was run by Scripps College. "It's so exciting to have him back after all these years," Dreyer says. Responds Tudor, "It's nice to give back to something I came from."
Tudor and other undergrads also guide children through desk-work. "We try to keep a ratio of one adult to every four children, and working with college students allows us to do that," Dreyer says. The school offers paid positions for work-study students, as well as research opportunities for students of psychology and related fields. And, of course, volunteers are always welcome.
Spending time at the Children's School also offers CMC students an invaluable educational experience. Explains Dreyer: "I realize that not all college students are going to go on to become pediatricians, or teachers, or to other occupations that involve working with young children. But most will be become parents one day—and working with children, and with others who understand, love, and respect them . . . it's a very important experience."
At the end of the day, creativity, hard work and a team effort lend to the school's undeniable success. "I am very impressed with what the children do when they leave here," Dreyer says. " They do become leaders, and become very strong students."