CURRICULUM

At Columbus Park West, we encourage children to observe, process and describe their experiences, laying the basis for the more sophisticated thinking and academic work they will encounter as they progress through school. They undertake real science, math and language experiences. They learn to use language as a powerful tool for expressing their feelings and ideas and for negotiating social interactions with both peers and adults. They experience the power of written language by dictating letters home, through experience charts, and through children's literature. They learn about physical relationships by experimenting with the physical world (blocks, sand, water, cooking and art materials, their own bodies in climbing and outdoor activities).

Science, social studies, life skills, and the arts are integrated into our classroom activities. Our exciting science projects have included observing and caring for pet worms and hamsters, observing caterpillars metamorphose into butterflies, and growing a variety of plants in the classroom. We have taken field trips to the local farmers' market and grocery store, cooked and tasted a variety of foods, and compiled a book of class recipes. We have interviewed workers in our building and put together a book about what we learned.

Each group has "specials" several times each week. These include music, yoga, movement and dance. Our singing repertoire includes a mixture of folk songs, nursery school classics, and new songs written for children. These are combined with rhythm, movement and finger play, strengthening their spatial sense and physical awareness. Children learn songs from many cultures and experience counting and story telling in song. The children also have an opportunity to play rhythm instruments.

CONFLICT RESOLUTION

Language is the key to conflict resolution. We guide children in learning to express themselves, to listen, and to consider others' feelings. Children at our school acquire a repertoire of effective problem-solving techniques. Columbus Park West children often astound adults with their autonomy in resolving disputes.

In the 2004-2005 school year Columbus Park West's problem solving curriculum was the subject of a doctoral dissertation written by Carol Gross, an experienced early childhood educator and teacher educator, for her degree from Teacher's College at Columbia University. Dr. Gross' dissertation focuses on how new teachers could be taught to do what we do at Columbus Park West.