The Good Earth Day School
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Our Curriculum

Philosophy

At The Good Earth Day School, we prefer to use the methods of two important educational models in our curriculum—Waldorf and Montessori education.  Schools exclusively utilizing these methods can be found throughout our community, our country, and the world!  We like to borrow the best of both, as we do not see their practices as mutually exclusive.

In the early 1900s, there was sentiment that the innocence of childhood must be preserved.  A whole person should not only devote himself to academic pursuits, but cultural ones as well, including art, music, physical movement, and social responsibility.  German philosopher Rudolf Steiner opened the first Waldorf school in 1919 in the plant at the Waldorf-Astoria cigarette factory in Stuttgart, Germany, at the request of the plant’s owner.  Waldorf education holds that a school is an organic mix of children and their teachers, who should lend their individual talents to the school.  Additionally, Waldorf education prescribes that in the first seven years of life, children learn by observing and imitating the work of adults and peers.  In providing real-life materials as well as open-ended props to support imaginative play, the child is able to recreate that is within him—be it something observed or something imagined.

Dr. Maria Montessori developed the “Montessori Method” of education over a number of years in the early 1900s in Italy.  Like Rudolf Steiner, Dr. Montessori believed that children should have access to real-life materials at a young age, and that the teacher provided such materials to support the curiosity and the developmental needs of the child.  The teacher is therefore a facilitator of learning, and most learning is not teacher-directed but rather child-initiated.  While Montessori developed many unique materials to teach specific skills, many practical materials can also be used to achieve the same results. 

In both the work of Rudolf Steiner and Dr. Maria Montessori, it is clear that the child is not seen as an empty vessel, waiting to be filled with by an adult with knowledge.  Instead, both philosophers saw children as brilliant, capable, and innocent.  Surrounded by beautiful things and given opportunities by loving teachers, children make meaning in great ways.  We agree.

Curriculum

To borrow from Waldorf education, play with open-ended materials will be a highly valued part of theday at The Good Earth Day School.  Such play allows children to imitate what they have learned about the world and to express their active imaginations.  Special attention is placed in surrounding the children with beautiful, natural, and interesting toys and materials that they may use in their play, and that they may not be exposed to in their play with plastic materials, light-up toys, computers, etc. at home.  Our weekly rhythm, too, is inspired by Waldorf education:  cooking, gardening, outdoor exploration, sewing, woodworking, caring for animals, and housekeeping, each on a specific day of the week.

In addition to the classrooms full of materials to support a child’s imaginative side (our Waldorf side), you will find many kits or trays of materials that a child may choose to experience.  These activities develop fine motor skills, reasoning, math skills, and pre-reading skills.  You will also find some “true” Montessori materials developed by Dr. Montessori herself.

In summation, our curriculum will feature ample experiences in the following areas of development, all of which will prepare each child for public or private kindergarten: 

Social Emotional:  To expose children to activities that promote self-identity, self-concept, self-motivation, and respect for others.

Cognitive:  To stimulate cognitive growth by emphasizing reasoning, thinking, experimenting, and respect for cultural diversity.

Physical:  To expose children to activities that promote large and small muscle development.

Language/Literacy:  To encourage children to use written and oral communication to describe their ideas, observations and feelings.

Creative Expression:  To provide children with experiences with art, music, and drama.

Safety/Nutrition:  To teach children how to be safe, cook, and eat in a healthful manner.

Self-Help/Health:  To promote independence and healthy habits in children.

Sample daily schedule—note that part-time and full-time spaces are available.

 Please note that the daily schedule is flexible according to the needs of the children.

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