| MESSAGE FROM THE DIRECTOR Katy C. Merrell, MEd. |
March 2006 Your child's development at NCS goes well
beyond ABC's and 123's
beyond ABC's and 123's
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they beginning to problem solve? Are they excited about learning and do they see themselves as
capable "learners"?
There is a wonderful description of what we, as educators, should be striving for in, "The Living
Classroom" by David Armington: "In my view, the most important things for our children to learn, in
preparation for the future, are virtually impossible to measure directly, just as they are virtually
impossible to teach directly. It's easier to teach children to print...than to teach them to enjoy
reading, or to value it in their private lives, or to go on reading when they leave school. It's easier to
teach children to add up a column of figures than to teach them to think mathematically, or to enjoy
and appreciate mathematics as a way of looking at the world they live in. It is relatively easy to fill
children's heads with information on all manner of subjects deemed important by society, by we
cannot pour into them those affections and internal coordinations of mind, body, and spirit through
with information becomes transformed into useful, life-enhancing knowledge. Schools have probably
always been adept at promoting "trivial-pursuit" education - the imparting of information useful on
tests. Rare indeed is the school that helps children develop the full range of their powers, that
moves them at the deeper levels of their being, that challenges them to become what is within them
to become."
This is the kind of school we aspire to be, and in this world of MCAS testing, we want to share with
you that our goals are not as much ABC's and 123's, as they are to help you child become the most
confident, capable, and curious learners and people they can be. During their conference time with
you, teachers will use the portfolios and their considerable observations to present a "whole" picture
of your child as a little person, one who is developing a sense of "belonging" and "initiative"!
Best Wishes,
Katy C. Merrell MEd.
capable "learners"?
There is a wonderful description of what we, as educators, should be striving for in, "The Living
Classroom" by David Armington: "In my view, the most important things for our children to learn, in
preparation for the future, are virtually impossible to measure directly, just as they are virtually
impossible to teach directly. It's easier to teach children to print...than to teach them to enjoy
reading, or to value it in their private lives, or to go on reading when they leave school. It's easier to
teach children to add up a column of figures than to teach them to think mathematically, or to enjoy
and appreciate mathematics as a way of looking at the world they live in. It is relatively easy to fill
children's heads with information on all manner of subjects deemed important by society, by we
cannot pour into them those affections and internal coordinations of mind, body, and spirit through
with information becomes transformed into useful, life-enhancing knowledge. Schools have probably
always been adept at promoting "trivial-pursuit" education - the imparting of information useful on
tests. Rare indeed is the school that helps children develop the full range of their powers, that
moves them at the deeper levels of their being, that challenges them to become what is within them
to become."
This is the kind of school we aspire to be, and in this world of MCAS testing, we want to share with
you that our goals are not as much ABC's and 123's, as they are to help you child become the most
confident, capable, and curious learners and people they can be. During their conference time with
you, teachers will use the portfolios and their considerable observations to present a "whole" picture
of your child as a little person, one who is developing a sense of "belonging" and "initiative"!
Best Wishes,
Katy C. Merrell MEd.
 |
NORFOLK CHILDREN'S SCHOOL, 23 Union St., Norfolk, MA 02056 508-528-1970
Copyright 2007 Norfolk Children's School
Website Design by Karma Communications
Website Design by Karma Communications
| "Rare indeed is the school that helps children develop the full range of their powers..that challenges them to become what is within them to become." David Armington |
As we go through conference week, the teachers are
especially busy "assessing" how all the children in their
classes have grown since September. I wanted to take a
moment to share some insights into the most important
things teachers are watching for and helping your children
with everyday. There is a renowned social psychologist, Erik
Erikson, who developed theories on the psychological
(emotional and social) tasks children (and adults) work on i
various stages of their lives. After several years of teaching
preschoolers, I found it especially interesting that, according
to Erikson, the only time in life we are ever working on not
one, but two essential psychological tasks, is during the
preschool years. From ages 3 to 5, preschool children must
begin to develop a strong sense of BELONGING and
INITIATIVE in order to build a healthy sense of self and a
foundation for the rest of their lives. As teachers, these
two terms define, in a nutshell, the overall goals we have for
all children.
Belonging:...are children able to separate from their
parents and begin to focus on their peers? Are they
comfortable enough by 5 to ask a friend to play, or introduce
themselves to a new "friend"? Do they know ho to function in
a group, understanding and following basic rules and routines?
Can they express their needs and share thoughts and ideas
with adults? With peers?
Initiative:...are they curious? Do they have a good
imagination? Are they comfortable enough to explore and try
new activities? Are they coming up with their own ideas? Are
especially busy "assessing" how all the children in their
classes have grown since September. I wanted to take a
moment to share some insights into the most important
things teachers are watching for and helping your children
with everyday. There is a renowned social psychologist, Erik
Erikson, who developed theories on the psychological
(emotional and social) tasks children (and adults) work on i
various stages of their lives. After several years of teaching
preschoolers, I found it especially interesting that, according
to Erikson, the only time in life we are ever working on not
one, but two essential psychological tasks, is during the
preschool years. From ages 3 to 5, preschool children must
begin to develop a strong sense of BELONGING and
INITIATIVE in order to build a healthy sense of self and a
foundation for the rest of their lives. As teachers, these
two terms define, in a nutshell, the overall goals we have for
all children.
Belonging:...are children able to separate from their
parents and begin to focus on their peers? Are they
comfortable enough by 5 to ask a friend to play, or introduce
themselves to a new "friend"? Do they know ho to function in
a group, understanding and following basic rules and routines?
Can they express their needs and share thoughts and ideas
with adults? With peers?
Initiative:...are they curious? Do they have a good
imagination? Are they comfortable enough to explore and try
new activities? Are they coming up with their own ideas? Are