Fenner Nature Preschool implements a child-led and nature-based curriculum. Teachers observe the interests of our students and the changes happening in nature to develop a unique curriculum that is inspired by Reggio Emilia.
NATURE-BASED
Nature based programs are guided by best practices in early childhood education and environmental education, thus allowing children to learn and grow socially, emotionally, and academically while simultaneously developing a deep and meaningful connection with the natural world. We utilize every inch of Sycamore Creek’s 53 acre outdoor area to meet the needs of the whole child.
REGGIO EMILIA
The Reggio Emilia approach to early education is inspired by the form of education that was begun after World War II in Reggio Emilia, Italy. Parents and educators began an enriching new way to teach young minds through child-led activities, exploration of the environment, and spontaneous discovery of the natural world.
PROVOCATION
Provocations are open-ended activities set up within the indoor and outdoor environments that do not have a prescribed outcome. Provocations are an integral part of the Reggio Emilia approach because they allow and encourage children to experience the world for themselves without being overtly guided by a teacher or parent. Provocations are created with children’s interests in mind and designed to provoke thought, ideas and action.
ENVIRONMENT
In the Reggio Emilia philosophy, the environment is often referred to as the “third teacher.” Beyond the guidance of educators (first teacher) and the interactions among peers (second teacher), the physical environment plays a critical role in shaping children’s experiences, exploration, and growth. Our classroom is intentionally designed to spark curiosity, creativity, and collaboration. Every element of the environment—from the arrangement of materials to the natural light and use of open-ended resources—serves a purpose in encouraging children to engage deeply with their surroundings.
WORK TIME
Children are given large blocks of work time in the morning and in the afternoon. During this time, the children will be working both independently and collaboratively according to their current developmental stages and interests without “time limits”, “off limits”, or deadlines. Children plan for work time during our morning meeting each day. At the conclusion of work time, children are welcome to save their work in the save area. These sessions give children opportunities to build concentration and allow for intellectual exploration, resulting in the most significant progression and growth.