BPCNS Program & Philosophy
Our teaching follows the Developmental Interaction/whole child approach, with an emphasis on rich, hands-on experiences and time to reflect and represent those experiences through language and physical means. Play is at the heart of the curriculum, and children are given many forums for play – dolls and pretend materials, blocks, building manipulatives, sensory materials such as sand, water and play dough, art materials, science investigations.
Highly trained, experienced teachers skillfully assess children’s understandings and facilitate their play to deepen and expand learning. Materials are rotated to build on children’s prior knowledge. While letters and numbers are present in the classroom, we resist the push-down of skills-based curriculum. Instead, children are given rich emergent literacy experiences (stories read and told, rhyming and chants, story dictation and story acting) and numeracy experiences (counting games, blocks graphs of who likes/dislikes a tasted food etc.) in the context of meaningful curricular themes. Curriculum has depth (themes may last several months or even the whole year) and touches children’s lives and interests.
Building a democratic classroom community, one in which children learn to listen to each other, solve problems, and develop a sense of fairness is important to us. As children learn about each other – their similarities and differences – they also learn critical thinking and problem-solving skills. In an unhurried nursery school environment, children can be given the time they need to listen, think and practice talking through conflict with the help of teachers.
Outdoor play is offered daily, except in inclement weather, when our gym is used. Cooking, story-acting, music & movement, yoga & mindfulness experiences are part of the curriculum. Children are supported in the development of language, social friendships, problem-solving, empathy, autonomy, creativity, and working in groups.
Sessions
Morning Session – 9:00-12:30
Full Day – 9:00-2:30
Students typically come 5 days a week; however, there are a very limited number of partial-week sessions available (3 or 4 days per week). Children enroll in a session for the school year.
Physical Setting
Our large, well-equipped space consists of two adjacent rooms which allow us flexibility in responding to the children’s need for large and small group experiences, active and quiet play. The different areas of the classrooms provide opportunities for art, dramatic play, sensory and scientific inquiry, block building, large motor play, working quietly with puzzles and construction toys and enjoying books. There is a gymnasium in the building for active indoor play in inclement weather, and for outdoor play we have easy access to Riverside Park and to Columbia University Campus. We are licensed by the NYC Department of Health and follow its strict regulations for safety and health.
Parents’ Role
Parental involvement is vital to a child’s successful school experience. Parents and teachers work in partnership to that end. We encourage a close relationship and copious communication with the teachers.
Because our school is so small, BPCNS parents play an important role in the healthy functioning of the school. They support the school by contributing time, energy and resources. Fundraising is a big part of that parental effort, as is maintaining and improving the physical space and materials, and organizing social gatherings. Parents pay a one-time, refundable bond as a show of commitment to supporting the school in some way. Every parent is asked to participate in supporting the school. Parents also participate in school projects and share their interests with the school and the children. Each family is expected to attend school meetings. Two parents serve on the school’s supervisory board.