Philosophy

Through social interaction, children form relationships with each other and with their teachers. These relationships provide a foundation for early learning. Well trained, nurturing teachers introduce children to life in a community, where they learn to share space and materials. As the children interact comfortably with each other, teachers listen closely to children at play. Teacher observations guide curriculum choices and projects based on children’s interests and their social development. This process occurs best in an intimate, enriched environment designed to encourage collaborative play, exploration and problem solving.

The Value of Play

Young children are motivated by their own desires to make sense of the world. MCNS teachers create classroom environments filled with intriguing, open ended materials. Naturally curious and industrious, the children have plenty of uninterrupted time to pursue self-directed activities every day. By playing together, the children become a community of collaborative, confident learners. The school's commitment to the value of play in the lives of young children is absolute.

Families often hear about approaches and methodology in early childhood, such as a Traditional, Montessori, Waldorf or Progressive (Bank Street) approach. MCNS is a constructivist, progressive school as defined the work of John Dewey at the turn of the 20th century. This page on Bank Street’s website may provide some helpful information: Our Approach