Philosophy and Curriculum
We feel that not all children are ready for five days in school at these early ages. Therefore, Chalkboard offers not only a five day program but two and three day programs also. The morning session meets from 9:00 am - 12:00 pm and the afternoon session meets from 1:00 pm - 4:00 pm. These Programs are available for all age groups and you choose the number of days you want your child to attend. The attitude of The Chalkboard is to provide for your child an environment that will influence his or her natural curiosity both intellectually and socially while at the same time retain your child’s individuality. The curriculum will emphasize art, crafts, cooking, music, science and all types of play activities. Although there is not a heavy emphasis on readiness, we feel it is something the children are learning through our daily activities. We do not always stick to a rigid schedule. If a learning experience presents itself the teachers and children will take advantage of it. At the same time the program strives to teach respect for personal belongings and the belongings of others. It is very important for the children to learn how to get along with their peer groups.

Some Questions Answered
The school practices multi-age grouping because we feel children learn as much or more from each other as they do from teachers, the more differences among and between children, the more learning takes place. Age levels are actually just a convenient way to organize and mean little as far as similarity of instructional needs. The children with less skill profit from the more able. The more able children gain because they have the opportunity to see their knowledge benefiting others. The school provides an informal learning experience for 20 children under the direction of three teachers. When 20 children are working and playing the area can seem very noisy. The class, however, is under control because the teachers can gain the attention of the entire group quickly with certain signals. Even when children are at play they are learning. We are continually reinforcing sounds, colors and numbers, bringing these important elements into every phase of the program. Remember, too, that there are structured times when the children are required to follow certain rules. Whenever we do a group project, the children have the option to participate or not. However, if they do not join the group, they must work with a quiet toy so as not to disturb the group. At these times one of the teachers is supervising the smaller group.

Play Equipment
The play equipment that has been selected for the school enables the teachers to achieve the goals of the curriculum. The equipment provides experience for quiet and active play. For example, there are building materials, transportation toys, dramatic play materials, such as dolls, dress-up clothes and housekeeping toys, manipulative materials such as puzzles and peg boards, creative materials such as easels, paints, clay and crayons. There are story and picture books, instruments and a climbing apparatus. The school also makes use of the neighborhood parks.