Gold Mountain Community School

ommunication, logical thinking, and problem-solving. Developed after WWII in Italy, by 1991, Newsweek reported that Reggio Emilia schools were among the top school systems in the world. We believe that play and safety are at the heart of children’s learning. It is through play in a safe environment that they explore and discover, leading to physical, cognitive, social, and emotional development. Curriculum - Reggio’s Main Components

Emergent Curriculum. This means essentially that the curriculum for the classroom is a mashup of the children’s interests, their families’ communication, and the close observation and notes teachers take on their students’ growth and exploration. Every child is an active participant in the learning process and is a valued member of our community. Since children make meaning through everyday experiences and hands-on exploration, curriculum topics are derived from talking with children and their families, as well as from things that are known to be interesting to children (dinosaurs, art, languages, science experiments, and so on). This allows them to test theories and make connections with their everyday environments. Teachers partner with children and the exchange of theories are referred to as the Cycle of Inquiry. Teachers use their interpretations, intentions, and goals (social, emotional, and academic) to make choices that they share with children. Learning is seen not as a linear process but as a spiraling progression. In-Depth Projects. In Reggio Emilia, the learning is led by each child, and structured around projects. Teachers often call these projects “adventures” and these might last a week or two – or extend the entire school year. These projects are thorough studies of concepts and ideas based on the information gathered about children’s interests. Teachers will help guide the children in choosing an area of research and following it to the project’s conclusion. Thus, teachers act as advisors on these projects, helping children decide in which direction they would like to take their research, how they can represent what they learn, and what materials would be best suited for their representations. What sets Reggio Emilia apart is its emphasis on student-led projects. When students show interest in a topic, teachers create projects to encourage that interest. They keep documentation in a portfolio for each child throughout the year, allowing them to track individual development. Projects provide the backbone of the children’s and teachers’ learning experiences. They are based on the strong convictions that learning by doing and discussing in group and to revisit ideas and experiences is the premier way of learning. Representational Development. This principal takes into account Howard Gardner’s concept of multiple intelligences. The Reggio Emilia approach invites children to present their ideas and learning in many forms: print, art, drama, dance, music, puppetry, and so on. A child may be more drawn to dancing to tell their stories than drawing, for example, and there is room in a Reggio approach to be excited about that and help them translate that strength into new areas. Children can demonstrate their ideas in many different ways: dance, paint, wire, clay, pencil, nature materials…other than just number and letter. Giving the space for all of these efforts to flourish helps each child build confidence and excitement about their learning. Collaboration. The idea of collaboration is seen as necessary to further a child’s cognitive development. In a Reggio-inspired classroom, teachers encourage groups to work together using dialogue, comparisons, negotiations and respect. Groups both large and small are encouraged to work together to problem-solve using dialogue, comparisons, negotiations, and other important interpersonal skills. Each child’s voice is heard in order to promote a balance between a sense of belonging to the group and a sense of self. In this collaborative environment, children negotiate with teachers on which interests will be studied, which allows them to feel heard and respected, and encourages their sense of self-worth. We provide a play-based, developmentally appropriate program where learning is active, dynamic and fun. Children are invited to choose their activities in a safe and rich environment full of opportunities to learn. Daily choices include: math and science, art and drama, literacy, music and movement, Spanish Language, and American Sign Language. Leeanne Noble is the Owner and Lead Teacher at Gold Mountain Community School. She has been teaching and learning from children for over 30+ years. She has cared for infants, toddlers, preschoolers, school-aged kids, and children with special needs in a variety of educational settings. She has a B.S. in Elementary Education, years of special training in child development and early childhood education, is a member of the National Association of the Education of Young Children (NAEYC), and works as a trainer for the Idaho Stars program. She continues to read books and journals and attend workshops and conferences with the sole mission of understanding how children learn so she can provide them with the best learning experiences possible. Xris Hogan is Associate Teacher at Gold Mountain Community School and has been teaching in our program for two years. She has specialized training in early childhood development and brings a passion for inclusivity and anti-bias curriculum into our classroom. She has a huge amount of energy and enthusiasm, as well as a talent for problem-solving difficult behavior with kindness and respect. Xris also brings a wealth of experience to our program, having lived overseas and in different parts of the United States. Her hobbies are singing in a local band, rescuing dogs, and writing music. Learn More
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