For years, the staff at KMS has been studying the exemplary approach to early childhood education of schools in Reggio Emilia, Italy. This study has inspired our present team of teachers and staff to strengthen our educational program. The following is a brief excerpt of what these principles embody. These principles enhance the practices that have always made KMS a special place.

Emergent Curriculum: An emergent curriculum which stems from the observed interests and curiosities of children as well as ideas of teachers in their day to day experiences with children. Through keen observation and listening, teachers capture these interests and work with children to negotiate the direction of an in-depth study of a particular concept, interest or idea.

Project Work: A project is an in-depth study of a concept or idea that has emerged from the natural curiosities and questions of children as they engage in everyday experiences. Teachers use their expertise in Early Childhood to plan and invite children to participate in explorations of different concepts and ideas. Children and teachers make decisions about the direction of the study, how the group will research the topic, and how the group will show what they have learned. A project can be long (last the whole year) or short (a week). Through project work, children develop theories, show what they think and believe through discussion, questioning, and representing their ideas in various mediums. Teachers provide real life resources and opportunities for exploration that help further develop children’s understanding about a particular concept or idea.

Representational Development: Children are invited to present their thinking in multiple forms of representation including: print, clay, movement, construction with many materials, drama, music, puppetry, writing, song, body/language, etc.

Collaboration: Working in collaborative groups, children develop essential cognitive and social skills that prepare them for future group work in elementary school and beyond. Through group work, teachers encourage children to discuss, compare, critique, hypothesize, investigate and problem solve. Also, children get the opportunity to see the teachers model how to do something.

Teachers as Researchers: Teachers take on the disposition of researchers, learning about individual and groups of children (what they think and know) as they work alongside children. A teacher listens, observes, documents children’s work and experiences, stimulates thinking and invites children to collaborate with one another to construct new understandings.

Documentation: When children’s work in progress is made visible through a well developed display or presentation, children, teachers and parents learn more. Documentation with interpretation of children’s experiences helps explain what children think, and know. Documentation becomes a habit and tool for reflection for the teacher as researcher.

Environment as Teacher: As though a “teacher”, the environments’ arrangement and organization is intended to invite children to be curious, engage in the act of collaboration, and communication alongside their teachers and parents.