Dear Swans and Frogs Families:

This is usually the time when familiesin the multiage class start thinking about the future education of their children and begin questioning “Is my child ready for Kindergarten?” OR “Should my child stay at GPCP or should go to a Georgia Pre-K?” I know that this is usually a very personal decision as I am well aware that the topic of education is a subjective and delicate matter. I have been down this road for many years with my own children and my husband and I have had to make decisions, some that we feel very good about and a few that we regret.

We appreciate this opportunity to be in dialogue with you and to support your decision making.

We embrace the challenge of substantiating what GPCP has to offer to your child during the second year in the multiage class. We want you to know that we are listening to you and here is what we are doing in response:

-The educators and I have started to take a deeper look into our educational approach and practices and how they relate to child development. We are putting extra effort into making visible how children are developing language and literacy skills in the classroom as well as other developmentally appropriate milestones related to math, science, physical, social, emotional and cognitive development.

-Over the years we have worked collaboratively with educators from the local elementary schools in an effort to understand the meaning of “Kindergarten Readiness” and facilitate a smooth transition for our children as they enter the world of elementary school. This year, we are collecting data from the schools again and we will be visiting them with and without children. After spring break, educators and our rising kindergarteners will visit nearby schools that they will be attending next year.

-We will be visiting a local Pre-K class to see first-hand the experiences children are having and make comparisons to what we have to offer.

-We are also looking atGeorgia’s “Early Learning Standards” from the point of view of our children’s experiences. Because our educational approach ischild-centered, educators are continually thinking and organizing experiences and strategies to suit the children, instead of trying to 'fit' the children to a prescribed set of outcomes. According to the Department of Education, “The performance standards isolate and identify the skills needed to use the knowledge and skills to problem-solve, reason, communicate, and make connections with other information.”

We feel confident that our educational approach is rich, complex and challenging. We are also convinced that our school prepares our children not just for their next step of entering Kindergarten but more importantly for life. Our school’s focus on critical thinking and socially-constructed knowledge prepares our children to use knowledge and skills to solve problems, reason, communicate and make connections with other information,as opposed to the more traditional emphasis on mechanical learning, repetition and memorization.

At a 2009 class meeting addressing parent concerns about kindergarten readiness, Annette Wawerna commented on one way our educational approach supported her son’s learning. Annette, who is an educator at the NeighborhoodCharterSchool and mother of GPCP alums Asher and Ava, said: “Asher knew all the names of the dinosaurs, and he doesn’t remember them now.

What he really learned from this experience was how to find out, how to do research.”

Another important element our school offers is the concept of the Multiage Class. Research indicates there is much value connected to the multiage classroom experience. This is what we believe the multiage setting offers our children:

  • Some people interpret multiage classes as unstructured classrooms, when in fact; well-run multiage classes are highly structured.Educators and children share control and responsibility. Children assert their freedom according to their level of self-discipline, practical experience, and their motivation for self-initiated learning.
  • Another common belief is that multiage classrooms ONLY benefit the younger age group, but short change the older students when in fact they have as much value -if not more- for the oldest age group. The older children have the benefit of developing leadership positions within the class community and reflect on their acquired knowledge as they revisit and share concepts with their younger classmates.
  • We believe that there is no better environment in which children can learn than one that offers opportunities to make appropriate choices, work individually or collaboratively and pursue meaningful and quality work in an atmosphere of respect and collegiality.
  • Our school’s democratic approach gives children an invaluable experience in decision-making and puts them in a position of accountability as responsible community members. They learn to assert their voice and consider other perspectives.
  • An experienced multiage teacher learns to provide a balance of challenge and success for all children.We believe children areappropriately challenged during the second year in the multiage class and ready when the time comes to go to Kindergarten.

Rebeka Hatch is a parent of a 4-year-old child in the CabbagetownMultiage class. This is Rebeka’s reflection about Ruth’s experience:

“This is Ruth’s second year in the multi age class, and we see so much in her development and personality that reinforces our decision to continue as a Frog. Ruth has benefited from the continuity, the stability, and the continued exposure to the Reggio influence. Had we pulled her out last year to attend a Pre-K program with a completely different philosophy, she would have missed this opportunity to continue steeping in such a rich educational environment.

Ruth benefits – as I see so many children – from the multi age classroom environment. Last year, as a first year Frog, she had the opportunity to test out social and communication skills with children that were older and more mature. This year, she’s testing out her leadership skills as a second year Frog, in an atmosphere that’s safe; where her leadership is welcomed, and also challenged, when appropriate. The multi age classroom gives her the opportunity to continue her development of empathy as she “looks out” for the younger Frogs – introducing them to processes; shepherding them through parts of the day. This, by no means, diminishes her learning, from our perspective. It seems that because of the procedures, routines and processes are “old hat” to her, she has had a chance to relax, a bit, and focus her learning in different directions.

Finally, we’re looking forward to Ruth having a chance to “graduate” from Grant Park. This didn’t initially strike me as important, but as it turns out, it has become important to her. She’s invested a great deal in the Grant Park community – she knows people well; she knows her way around; she knows how things “work”. It seems that graduating gives her the benefit of seeing the process to its natural end, providing closure and an opportunity to celebrate a place that has formed her.”

We look forward to continuing this conversation with you and we would like to invite you to participate in this study with us. Please sign up for an individual conference with me orplan to participate in one of the small group sessions. Also, please plan to attend class meetings scheduled for Thursday, March 24th from 6-8 p.m.

Thank you for your trust and involvement in support of your children’s learning and growth!

Gabriela and GPCP Educators.